臺灣博碩士論文加值系統

本研究主要目的在探討實施5E科學探究模式對九年級學生科學學習動機及科學探究能力表現的影響，採用準實驗研究法，以研究者任教學校兩班九年級學生為研究對象，不同教師在磁學單元分別進行為期五週的5E探究教學模式及傳統講述式教學。研究中所收集的資料包含：科學學習動機量表、科學探究能力問卷、教師教學日誌、學生訪談資料及學生觀察記錄等。獲得的研究結果在科學學習動機方面：探究教學組「自我效能」表現優於對照組，但傳統教學組「主動學習策略」表現則優於探究教學組；「成就目標」及「學習環境誘因」雖未達顯著差異，但在教學過程觀察到學生科學學習動機有特別表現；「科學學習價值」與「非表現目標導向」卻未能觀察到特別的表現，主要因教學活動設計中提供的相關情境不多，使學生累積的經驗不足，因此不易表現出來。在科學探究能力方面：探究教學組「發現問題」和「觀察與紀錄」兩項能力表現顯著優於傳統教學組；「設計實驗」和「歸納與分析」雖未達顯著差異但觀察發現學生學習過程有特別的表現；「收集資料」和「知識的建構」在教學過程未能觀察到特殊表現，可能原因為研究者設計教學活動時，較少提供符合該向度之教學情境。依此結果提出一些教學與未來研究的建議以供參考。

The main purpose of this study is to investigate the effort of implementing 5E teaching mode for 9th graders on their science learning motivation and science inquiry . It is conducted in a quasi experiment. The subjects are two classes of 9th graders that are taught by the researcher. Magnetism unit is taught through 5E teaching mode and traditional instruction for 5 weeks by different instructors. The collected data include "Students'' Motivation toward Science Learning, "questionnaire, Science Exploring Ability questionnaire, teachers’ teaching log, the data of interviewing students, and the record of observing students. This research concludes that in science motivation aspect, the 5E teaching group outperforms the control group in “self efficacy” while the traditional teaching group outperforms the 5E teaching group in “active learning strategy”. There is no significant difference in both “achievement goal” and “learning environment stimulation”; however, students show special performance in science learning motivation through observation. Due to insufficient related context provided in the teaching design, students are inexperienced performers in “nonperforming goal” and “science learning value”. We can also conclude in science exploring aspect, the 5E teaching group outperforms the traditional teaching group in “problem discovering” and “observation and recording”. Through observation, we can see students’ special performance in “designing experiment” and “inductive analysis”. There is not extraordinary performance being observed in “data collecting” and “knowledge construction.” The possible reason might be the researcher offer insufficient correlated contexts when designing teaching activities. Based in these results, suggestions for future teaching and research are made.

中文摘要 ................................................................ I
英文摘要 ............................................................... II
目 次 .................................................................III
表次 .................................................................... V
圖次 ...................................................................VII
第一章 緒論 ............................................................ 1
第一節 研究背景與研究動機 .............................................. 1
第二節 研究目的與待答問題 .............................................. 4
第三節 名詞解釋 ........................................................ 4
第四節 研究限制 ........................................................ 5
第二章 文獻探討 ......................................................... 7
第一節 科學探究 ........................................................ 7
第二節 探究式教學法 ................................................... 12
第三節 學習動機 ....................................................... 21
第四節 探究教學的實徵性研究 ........................................... 26
第三章 研究方法 ........................................................ 29
第一節 研究架構與設計 ................................................. 29
第二節 研究對象 ....................................................... 33
第三節 研究情境 ....................................................... 33
第四節 探究活動的設計 ................................................. 36
第五節 研究工具 ....................................................... 39
第六節 資料收集與分析 ................................................. 41
第四章 研究結果與討論 .................................................. 45
第一節 學生在科學學習動機的表現差異 ................................... 45
第二節 學生在探究能力表現的差異 ....................................... 51
第三節 科學學習動機與科學探究能力表現之討論 ........................... 57
第伍章 結論與建議 ...................................................... 67
第一節 研究結論 ....................................................... 67
第二節 研究建議 ....................................................... 69
參考文獻 ............................................................... 71
中文文獻 .............................................................. 71
英文文獻 .............................................................. 73
附錄1：教學教案及學習單 ................................................ 76
附錄2：科學學習動機量表 ................................................ 94
附錄3：科學探究能力問卷 ................................................ 97

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