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題 名 | 國小自然科有關物理單元之教學方案之研究=The Study of Teaching Strategies for Physics Unit in Elementary Science |
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作 者 | 陳義勳; | 書刊名 | 科學教育研究與發展季刊 |
卷 期 | 專刊 民88.06 |
頁 次 | 頁48-70 |
分類號 | 523.36 |
關鍵詞 | 國小; 自然科; 物理單元; 教學方案; |
語 文 | 中文(Chinese) |
中文摘要 | 合作學習是目前國內外科學教育熱門的研究主題之一,在國內教育改革之際,引 入合作學習到國民小學自然科學的學習,有其正面意義與價值,此研究乃是針對合作學習在 國民小學自然科學中,對科學本質、科學概念、科學過程、科學應用及思考習慣等五種類型 的學習效應進行分析,作為國內國小自然科教學之參考,其以開闢另一方式的科學學習與教 學方式。 本研究在臺北市取四所學校,其中兩所為城區國民小學,兩所為郊區國民小學,此研究採用 實驗對照研究方法,針對五年級學生以自然科力學試題,在施行合作學習前後進行前、後測 。 以量的研究法進行結果分析,研究結果以 ANOVA 分析顯示:所有結果在科學本質、科學 概念、科學過程、科學應用及思考習慣等五種類型,經 ANOVA 的變異數分析, 後測均較前 測優,其差異達統計之顯著水準。 合作學習在兩所城區學校施行後發現,在思考習慣類型方面,實驗組較控制組優,且差異達 統計之顯著水準;而兩所郊區學校實驗組與控制組在此類型方面差異未達統計之顯著水準。 相對地,兩所郊區小學在科學概念類型方面,實驗組較控制組優,且差異達統計之顯著水準 。 值得注意的是,在社會互動( social interaction )方面,實驗組的學生較控制組的學生 強(以學生在實施合作學習前後兩組學生之朋友數作指標),且差異達統計之顯著水準。 對合作學習有如下幾項建議: (一)合作學習在社交的互動方面,實驗組的樣本學生的朋友數較控制組的樣本學生的朋友 數多,且差異達統計之顯著水準,在社會互動( social interaction )方面有正面效應。 建議合作學習應擴展到自然科以外的學科,諸如:社會、國語、數學,使建立社會互動在學 習上產生正面的人際關係。 (二)城區的小學宜多安排思考習慣類型的材料及此方面合作學習的項目,並以此加強其他 較弱的項目。 (三)效區的小學較傾向科學概念的類型,應順勢在郊區的小學中注入科學概念的教材,使 合作學習能作更多正面的效應,以加強其他較弱的項目。 (四)合作學習在目前教學法中不失是一種新穎的教學方法,可以提升學生的科學學習能力 。 (五)建議多辦合作學習課程之研討會,使更多的自然科學教師能認識此種新穎的教學方法 ,使自然科教材更活潑化,激發合作學習的優點,以利樣本學生在自然科之學習。 |
英文摘要 | Cooperative learning is one of the most popular studies in science education. In the Republic of China (Taiwan), this kind of study is considered to be a type of a reform activity in education. The author conducted science learnling research in cooperative learning and used nature of science and habits of the mind as elements for analysis. The author used quasi-experiment of an unequivalent control group design with an experiment and control group, i.e., eight classes in four schools (four classes for experiment and four classes for control group) selected as samples. The subjects were fifth the grade students. The mechanics units were designed as the instrument of this study. Before treating this study activity the author conducted a pretest for two groups; the author will direct a posttest after implementing cooperative learning The results of ANOVA (Analysis of Variance) will be shown in five science outcomes: nature of science, concepts of science, process of science, applications of science and habits of the mind. Four classes are in urban and four classes are in rural areas. The results of ANOVA follow: In urban there was a significant difference between experiment and control group in habits of the mind. But in that outcome there was no signincant difference between the experimlent and control groups. In contrast, there was a significant difference between the experiment and control groups in rural area in concepts of science. Also demonstrated was the intensity of social interactions (as measured by the number of his/her friends as the indicator of his/her social interaction.) The experiment group was stronger than the control group. The following recommendations an based on the study: (1) The author suggests the cooperativelearning be applied to other subjects, such as Chinese, social science and mathematics. (2) Put more learning materials about habits of the minds into urban elementary schools to improve students' of habits of mind. (3) Put more learning materials about concepts of science in rural elementary schools and improve other outcomes of science. (4) Elmentary school teachers try to use cooperative learning to improve student, science learning achievement. (5) Create a cooperative learning network for our country elementary school science teachers. Many teachers should get benefit form this network. |
本系統中英文摘要資訊取自各篇刊載內容。