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題 名 | 科學遊戲融入國小自然科學童的問題解決能力之研究=The Study of Science Game Incorporated into Elementary School Natural Science and Technology Instructions on Problem-solving Ability |
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作 者 | 蘇秀玲; 謝秀月; | 書刊名 | 理工研究學報 |
卷 期 | 40:1 民95.04 |
頁 次 | 頁47-68 |
分類號 | 523.36 |
關鍵詞 | 科學遊戲; 問題解決; Science game; Problem-solving ability; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究目的旨在探討科學遊戲融入國小自然科教學,學童問題解決能力的表現。依準實驗研究法,針對高雄縣某國小四年級兩班學生進行教學,實驗組實施融入科學遊戲的教學,控制組實施一般傳統的教學。資料的收集與分析採質化與量化並重,量化資料包括「問題解決測驗」和「問題解決能力量表」的得分;質化資料包括上課的觀察與記錄、學生晤談內容、學習單及教師教學省思札記等資料,資料綜合分析後獲得以下的研究結果: 一、實驗組學生在問題解決測驗中大部分優於控制組學生。實驗組與控制組學生在察覺問題的存在、猜測原因、考慮可能的方法、選擇一個最恰當的方法等向度的得分皆達顯著差異,而在擬訂計畫向度的得分則未達顯著差異。 二、實驗組學生在問題解決能力量表中的問題解決過程、問題解決情意向度的得分皆達顯著差異,顯示接受不同教學的學生在問題解決能力量表上,實驗組優於控制組。 三、透過科學遊戲教學,小朋友所呈現出來的問題解決特徵,包含了簡單的解題歷程與運用資源協助解決問題。 根據研究結果,研究者提出一些建議,以供教育相關人士及未來進一步研究做為參考。 |
英文摘要 | The purpose of this study is to explore students' problem-solving abilities under the science game incorporating into elementary school natural science and technology instructions. The quasi-experimental design was used in this study. The subjects were students in two classes of the fourth graders selected from an urban elementary school in Kaohsiung County. The experimental group used science game instructions, while the control group used only normal traditional instructions. Qualitative and quantitative approaches take equal part in this research. The quantitative data collection includes pretest-posttest score of “The Tests of Problem-Solving” and “The Questionnaire of Problem-Solving Ability”. The qualitative data include video and audio tape-recordings on classroom observation, interviews, learning sheets, and the teacher's personal reflection journals. The main findings of this research are as follows. 1. The experimental group mostly performed better than the control group in “The Test of Problem-Solving”. There were significant differences observed between the experimental group and the control group in the scores for “the ability to perceive problems”, “the ability to guess reasons”, “the ability to consider possible solutions” and “the ability to choose the most appropriate solution”. However, there was no significant differences in the scores for “the ability to plan formulation”. 2. In “The Questionnaire of Problem-Solving Ability”, there were also significant differences in the scores between the experimental group and the control group for “problem-solving process” and “problem-solving affection”. This was shown by the students who received different instructions in “The Questionnaire of Problem-Solving Ability”. Therefore the experimental group is superior to the control group. 3. Through the teaching module of science game instructions, students are more likely to be in the simple process of problem-solving and using resources to solve the problems. According to the findings mentioned-above, some suggestions are proposed to school teachers and researchers interested in doing further studies on this subject for their reference on exploring science game incorporating into elementary school natural science and technology instruction. |
本系統中英文摘要資訊取自各篇刊載內容。