頁籤選單縮合
題 名 | 科學探究活動中的科學推理=The Role of Science Reasoning in Inquiry Learning |
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作 者 | 吳百興; 張耀云; 吳心楷; | 書刊名 | 科學教育研究與發展季刊 |
卷 期 | 56 2010.03[民99.03] |
頁 次 | 頁53-74 |
分類號 | 303 |
關鍵詞 | 科學探究; 科學推理; Science inquiry; Science reasoning; |
語 文 | 中文(Chinese) |
中文摘要 | 本文旨在回顧探究活動與科學推理相關文章,分析科學推理在探究活動過 程中所扮演的角色,期能重新檢視探究活動過程裡學習者學習科學的情形。透 過文獻的回顧,統整學習者在探究過程的各個階段中常見的挑戰與困難,例如: 學習者無法提出探究問題、沒有適當地控制變因、無法由數據中推論出變因間 的關係、無法由證據發展合乎邏輯的論證等,以致影響探究過程中對科學概念 理解的建構,並嘗試針對這些困難整理出科學推理過程中常用的策略,包括: 提出以理論導向的假說、控制變因的策略、證據導向的評估策略與整合證據與 理論四個策略,以作為師生在科學探究活動中教學與學習的參考。 |
英文摘要 | Research in science education has often suggested that learners’ inquiry abilities and understandings of scientific knowledge would be improved by science inquiry. Therefore, the purposes of this article are to integrate major research findings in science inquiry and science reasoning, analyze the role of reasoning in inquiry activities, and provide suggestions to support inquiry learning. This article involved the literature review, comprised of two sets of research concerning science reasoning and inquiry learning. Results of this article showed learners encounter many challenges and problems when they engage in inquiry activities. For example, many learners are not able to propose an appropriate question for an investigation, to control variables to carry out an experiment, to distinguish relevant evidence from collected data, and to develop a logical argument to support their theory. To conclude, this article suggests four instructional strategies to ease learners’ difficulties in inquiry activities: (1) activating learners’ prior knowledge and experiences, (2) emphasizing controlling variable strategies, (3) supporting evidence-based evaluation of scientific explanations, (4) helping learners to coordinate evidence and theory. |
本系統中英文摘要資訊取自各篇刊載內容。