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題名 | 科學創造思考能力的提昇--「探究性問題」的形成=Promoting Creative Thinking: Forming Scientific Research Questions |
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作者 | 連啟瑞; 盧玉玲; | 書刊名 | 國立臺北師範學院學報. 數理科技教育類 |
卷期 | 18:1 2005.03[民94.03] |
頁次 | 頁29-58 |
分類號 | 303 |
關鍵詞 | 提問能力; 擴散思考; 聚斂思考; 創造力; 科學學習; 心念構圖; 探究性問題; Question-asking skill; Divergent thinking; Convergent hinking; Creativity; Science learning; Mind mapping; Scientific research questions; |
語文 | 中文(Chinese) |
中文摘要 | 科學「探究性問題」之形成是創造思考的一種體現,本研究結合擴散性思考與聚斂性思考,探討提昇學生科學之提問能力與提問品質的教學策略。研究對象為國小四年級學生,研究採準實驗研究法進行。參與研究學生,實驗組與控制組,各皆為49 人;兩組之訓練模式均包括「心念構圖」訓練與「語詞句型」訓練,其差異僅在於實驗組實施之「心念構圖」訓練中加入學生之個別學習與教師對個別學生之作業指導。研究結果發現,對小四學生而言: 一、未接受實驗教學前,學生未具「心念構圖」表達其內在關聯想像之能力。二、經「心念構圖」練習,學生之「心念構圖」能力能有明顯之改變與成長。三、以擴散思考為主的「心念構圖」訓練模式可增加學童提問面向的廣度及多元化之變因思考。四、學生的個別練習與教師對學生之個別作業指導,在提昇科學的「心念構圖」能力,具關鍵性成效影響。五、一般而言,小學四年級學生所提出科學之問題,主要在低層次之範疇。六、「語詞句型」訓練在提昇學生使其具有高層次之「探究性問題」提問能力方面,具有關鍵性功能。七、以聚斂思考為主的「語詞句型」訓練模式可提昇學生提出「探究性問題」的層次。八、本研究之「心念構圖」訓練與「語詞句型」訓練結合的方式,分別促進擴散思考與聚斂思考,可以有效地幫助學生提出對學生自身而言具有創造性意義的科學「探究性問題」。 |
英文摘要 | The forming of scientific “research questions” is an embodiment of creativity thinking. This study, combined divergent thinking and convergent thinking, explores the strategies for promoting students’ scientific research questions. The quasi-experimental design was used in this study. Participants were two fourth-grade classes with 49 students in each. One class served as the experimental group and the other class served as the control group. The training model, treated for both group, included the “Mind Mapping Training” and the “Syntax for Forming Question Training”. The only difference in the treatments for two groups was that the experimental group included individual learning and individual instruction for mind mapping. The research findings were as follows: 1. Before this study, student did not have the ability to use “mind mapping “ to express their inherent thinking yet. 2. Through “mind mapping“ practice, students’ abilities to make “mind-mapping“ improved obviously. 3. The mind mapping training, which was based on divergent thinking, could increase the scope and diversity of students’ questions. 4. Through individual learning and individual instruction, students’ ability to make mind mapping in science discipline was enhanced effectively. 5. Scientific questions proposed by fourth-grade students were mainly in the category of the low level. 6. The “Syntax for Forming Question Training” played a key role in promoting students’ scientific questions from low-level to high-level. The “Syntax for Forming Question Training” based on convergent thinking could increase the profundity of students’ questions substantially. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。