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題 名 | 國小二年級自然科實施課程統整教學之研究=A Research of Conducting Integrated Curriculum in Second Grade Science |
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作 者 | 尹曼莉; 黃萬居; | 書刊名 | 科學教育研究與發展季刊 |
卷 期 | 30 2003.03[民92.03] |
頁 次 | 頁1-33 |
分類號 | 523.36 |
關鍵詞 | 課程統整; 自然科教學; Integrated curriculum; Science teaching; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究之目的為:1.探討不同課程安排方式(統整教學及一般教學)對學生然科學習成就之影響。2.探討不同課程安排方式對學生自然科基本能力學習之影響。3.探討學生和家長對統整教學的態度。4.以質的探討方式,瞭解接受統整教學的實施情形和學生、家長的反應,卑為後續後展教學之以參考。 本研究採實驗組、控制組前後測之準實驗設計,研究對象為臺北市某國小二年級學習模式進行。本研究採用的研究者設計的統整課程及教學策略;另一班為控制組採一般教學模式進行。本研究採用的研究工具包括「自然科學習成就測驗」、「自然科基本能力學習量表」、「對統整教學的態度問卷(學生版/家長版)」四種,並以「半結構式晤談方式」、「學生反省日記」、「教師反省日記」等資料的蒐集來進一少探討學生學習情況。分析資料時,以不同課程安排方式為自變項,前測或瑞文氏推理分數為共變項,後測為依變項,進行t考驗、單因子變異數分析或共變數分析等,以評估研究者的教學成效。 本研究結果,在自然科學習成就方面:1.兩組學生在經過不同教學處理後,在自然科學習成就的知識、理解方面有顯著差異,實驗組比控制組有顯著較高的得分。2.對於高、低瑞文氏推理能力學生,兩組學生無顯著差異。 在自然科基本能力學習方面:1.兩組學生經不同教學處理後,在自然科基本能力學習沒有顯著差界不同實驗組得分比控制組高,可能有較為正向的傾向。2.對於高、低瑞文氏推理能力學生,兩組學生無顯著差異。 由以上研究結果顯示統整課程對於提昇學生自然科學習成就、自然科基本能力學習可能具有較正向效果,且統整教學的方式應用在自然科學具有可行性,學生對於統整教學亦可能有正向態度,惟在進行統整教學時必須將課程設計再做改進,同時也必須充分和家長溝通,令家長樂意配合教學,使更易於在教室實施。 |
英文摘要 | The purposes of this study were as the following: (1) to investigate the influences of different curricula arrangements (integrate vs. general) on science achievement, (2) to investigate the influences of different curricula arrangements (integrated vs. general) on fundamental science competencies, (3) to investigate the children's and paterfamilias's attitude toward integrated instruction, (4) to use the qualitative method to investigate the result of conducting integrated curriculum and children-paterfamilias' responses for curriculum development in the future. The design of this research was quasi-experimental one. The subjects were two classes of second graders at an Elementary School in Taipei City. one class was assigned to be an experimental group and the other class was assigned to be a control group. The experimental group was adopted integrated curriculum and instructional strategy designed by the researcher. The control group was adopted the current instructional model. The research instruments included "Science Achievements Test, Fundamental Science Competencies Scale, and Questionnaire on the Attitude Toward Integration Teaching (student's and paterfamilias's)". A pretest administered before the instruction session and a posttest was held after this session. The data collected form pretest and posttest were analyzed by t-test, ANOVA or ANCOVA. The data of students' responses got from interview were analyzed, and listed in order to find out students' attitude in learning science and their feelings about experimental instruction. The results of Science Achievements were as the following: (1) there were significant differences in knowledge and comprehension, the group of experiment got higher scores than the control group. (2) for high reasoning ability students, there were significant effect in science achievements between the two groups; for low reasoning ability students, the group of experiment had no significant effect than the control group. The results of Fundamental Science Competencies were as the following: (1) there were no significant differences in fundamental science competencies, but the group of experiment got higher scores than the control group. (2) for high and low reasoning ability students, there were no significant differences in fundamental science competencies between the two groups. The results of the Attitude Toward Integrated Instruction were as the following: (1) there were no significant differences in the attitude toward integrated instruction, but the experimental group got higher scores than the control group; similarly, there were no significant differences in the attitude toward integrated instruction, but the paterfamilias' control group got higher scores than the experimental group. (2) there were no significant differences in the attitude toward integrated instruction both between high and low reasoning ability students and paterfamilias. The researcher concluded that the instruction of integrated curriculum might have positive effect on enhancing the science learning attainments and fundamental science competencies. There fore, the integrated curriculum on science might be feasible at elementary school. Moreover, students in the two group also had positive attitude toward integrated instruction. However, the researcher thought that further study should improve the instruction of integrated curriculum, to modify the integrated curriculum, and bring about unobstructed interflow of integrated with paterfamilias. |
本系統中英文摘要資訊取自各篇刊載內容。