臺灣博碩士論文加值系統

本研究旨在探究三種類別視障學生（有／無視覺記憶的盲生、低視生）的科學學習模式與學習需求。採質性研究方法，透過半結構式晤談問卷，蒐集十六位來自中部某視障科學營隊視障生以往的科學學習經驗。訪談逐字稿經由每位參與者的確認後，透過紮根理論方法中的開放及主軸編碼，進行資料分析。研究發現與詮釋的可信度，奠基於持續性的觀察、三角校正與成員查核。此外，藉由計算參與者對六種科學學習方式的常用與仰賴程度，以獲得其科學學習模式；過程中，由兩位受過訓練的評分者，針對每位學生分別對六種科學學習方式的仰賴程度進行評分。

研究發現，三種類別視障學生使用六種科學學習方式，包括閱讀、旁人口述、想像力、動手做、多感官與背記；科學學習需求則涵蓋先前經驗、教學方式、教材教具與科技輔具等四大面向。研究結果得出以下五項主張：
（1）盲生有無視覺記憶主導著他們科學學習的模式。
（2）無、有視覺記憶的盲生之科學學習模式，皆具有學習方式多樣性的取向。
（3）低視生的科學學習模式具有學習方式個別獨特性的取向。
（4）先前經驗是影響視障生學習科學亟為關鍵的要素之一。視覺記憶是有視覺記憶盲生科學學習中主要的先前經驗。對所有視障生而言，累積生活經驗與學習經驗有助於成為他們學習科學的先前經驗。
（5）相較於文科的學習，視障生的科學學習深受外在因素所影響，不僅傾向於仰賴他人所提供的資源，亦深受教材教具以及科技輔具的應用與發展程度所影響，其科學學習的獨立性與自主性較文科低。

本研究亦針對研究過程中所發現的部分問題進行討論與分析，提供教育實務層面以及未來研究方向之參考。

The purposes of the study were to investigate the science learning models and learning needs of three types of students with visual impairments, including blind students with and without visual memory, and students with low vision. The qualitative method was adopted. Sixteen students with visual impairments from a science camp held in the central Taiwan participated in this study. Semi-structured interviews regarding participants’ science learning experiences were collected. The transcripts of interview were confirmed by each participant, and then they were analyzed through grounded theory method, including open coding and axial coding. Some strategies were used to ensure credible findings and interpretations, including persistent observation, triangulation, and member checking. Moreover, the learning models were deduced through the calculation of participants’ usual methods in leaning science and the degree of their reliance on certain learning methods. The degree of the students’ reliance on six different science learning methods was scored by two trained raters.

Six learning methods used by these three-type students with visual impairments in learning science were found, including reading, verbal description from other people, imagination, hands-on, multisensory, and memorization. Four aspects of learning needs were critical in learning science, including prior experience, teaching approach, teaching materials/equipment and assistive technology. The results were concluded as follows. (1) Blind students’ learning models were dominated by the existence or inexistence of visual memory. (2) Science learning models of students with and without visual memory tended to possess multiple learning methods. (3) Science learning models of students with low vision possessed individual uniqueness dependent on their specific visual condition. (4) Prior experience was one of the key factors that influenced the science learning of students with visual impairments. (5) Compared with liberal arts, external factors had huge impact on the science learning of students with visual impairments. Students with visual impairments not only relied on the resources provided by other people, but also influenced by the development of teaching materials/equipment and assistive technology. The results indicated that their independence and autonomy towards science learning was low in comparison with liberal arts learning.

Furthermore, some problems in science education for students with visual impairments found in this study were discussed. Suggestions regarding to the practical aspects in science education and future research were proposed as well.

目錄

圖次ⅴ
表次ⅵ

第壹章 緒論1
第一節、研究背景與動機1
第二節、研究之重要性2
第三節、研究目的與待答問題3
第四節、研究範圍與限制3
第五節、名詞釋義4

第貳章 文獻探討6
第一節、不同類別的視障生之介紹6
第二節、視障者的感官知覺理論10
第三節、視障生的科學學習困難13
第四節、輔助視障生學習科學的方法17

第參章、研究方法23
第一節、質性研究23
第二節、研究參與者24
第三節、研究設計26
第四節、研究工具29
第五節、資料蒐集與分析30

第肆章 研究結果36
第一節、視障生的科學學習模式36
第二節、視障生的科學學習需求47

第伍章 討論與建議63
第一節、討論63
第二節、建議65

參考文獻67
中文部分67
英文部分69

附錄73

圖次
圖2-1-1 明眼人與視障者的視界（視覺情況）之比較7
圖2-4-1 視障生的科學學習模式概念圖19
圖2-4-2 (a)點字圖、(b)熱型浮凸圖、(c)微膠囊浮凸圖20
圖2-4-3 Talking LabQuest21
圖2-4-4 使用感光器進行酸鹼滴定實驗21
圖2-4-5 Talking Tactile Tablet (T3) 22
圖2-4-6 立體列印機與部分列印成品22
圖3-3-1 研究設計圖26
圖3-3-2 研究流程圖28
圖4-1-1 (a)無視覺記憶的盲生科學學習模式雷達圖
(b)有視覺記憶的盲生科學學習模式雷達圖37
圖4-1-2 無視覺記憶盲生之各科學學習方式之分數堆疊直條圖38
圖4-1-3 有視覺記憶盲生之各科學學習方式之分數堆疊直條圖39
圖4-1-4 六名無視覺記憶的盲生之個別科學學習模式40
圖4-1-5 兩名有視覺記憶的盲生之個別科學學習模式41
圖4-1-6 八名低視生之個別科學學習模式43
圖4-1-7 低視生之各科學學習方式之分數堆疊直條圖45
圖4-1-8 低視生科學學習模式雷達圖46
圖4-2-1 16位視障生科學學習模式雷達圖51

表次
表2-3-1 視障生難以建立具體概念的物體、物質或現象之類型15
表3-2-1 16位研究參與者之資料(含視覺情況、學習背景、年級及性別) 24
表3-4-1 晤談問卷之架構與所對應之待答問題30
表3-5-1 編碼與編碼意義說明32
表3-5-2 視障生的科學學習方式與其特色說明33
表3-5-3 視障生科學學習方式仰賴程度之評分標準與實例34
表3-5-4 視障生科學學習需求面向與其內涵說明35
表4-1-1 無、有視覺記憶的盲生所仰賴的科學學習方式之種類計數表42
表4-1-2 低視生與其所仰賴的科學學習方式之種類計數表44
表4-2-1 不同類別視障學生所使用的旁人口述內容之類型統整表52

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