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題 名 | STS教學與認知風格對國小學童自然科學習之研究=A Research of STS Teaching and Elementary Students' Cognitive Style on Science Learning |
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作 者 | 廖靜玫; 黃萬居; | 書刊名 | 科學教育研究與發展季刊 |
卷 期 | 27 2002.06[民91.06] |
頁 次 | 頁1-17 |
分類號 | 523.36 |
關鍵詞 | 認知風格; 自然科學習; STS; Cognitive style; Science learning; |
語 文 | 中文(Chinese) |
中文摘要 | 本文旨在探討STS教學之成效,並且瞭解不同認知風格之國小學童對自然科學習之影響,以及探討教學法與學生認知風格之間之關係。本研究採用質、量兼具之方式,在量的設計方面,採用所羅門四組設計之準實驗研究法,研究對象為國小六年級四個班級,「教學方法」與「認知風格」為研究自變項,以「科學概念理解」、「問題解決能力」、「科學相關態度」為依變項,並將測驗結果進行統計分析。研究結果發現在問題解決能力、科學理解與科學相關態度三方面,STS組學生皆較一般組學生有正向的表現,且前測並不影響學童在此三方面的後測表現;在認知風格上,場地獨立性的學童在科學概念理解上表現較場地依賴性者正向,但不同認知風格學童在 科學相關態度和問題解決能力兩方面並沒有顯著差異;學生的認知風格和教學法(STS組和一般組)之間,在科學概念理解、科學相關態度和問題解決能力三方面皆無交互作用產生。在研究過程中並收集學生活動單及教師省思日記作為進行實驗教學改進之以參考,且由一位現場觀察教師進行STS教學指標量表的填寫,以瞭解研究中所進行之教學是否符合STS教學之精神。 |
英文摘要 | The purposes of this study were as the following: (1) to explore the influences of different teaching methods in science learning, (2) to explore the influences of different cognitive style in science learning, and (3) to explore the relation between teaching methods and students' cognitive style. The design of this research was a quasi-experiment with Solomon design. Meanwhile, the researcher's reflective journal and students' work sheets were constantly collected. The subjects were sixth graders. Independent variables were teaching method and cognitive style. The research instruments included "Science Concept Comprehension Test (SCCT), Science-related Attitudes Scale (SRAS), and Problem Solving Ability Test (PSAT)". The results of this study were that: (1) STS group had significantly positive effect than traditional group on SCCT, SRAS and PSAT. (2) Field-independent students had significantly positive effect than Field-dependent on SCCT. (3) There were no interaction between teaching methods and cognitive styles. The data of "Index of STS Teaching Form" showed that the STS teaching in the study contained STS Teaching characters. Data of the researcher's reflective journal and students' work sheets were collected for improving teaching and research quality. |
本系統中英文摘要資訊取自各篇刊載內容。