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題名 | 後設認知鷹架策略融入科學探究教學之探討=An Investigation into the Integration of Metacognitive Scaffolding Strategies with an Instruction Model for Scientific Inquiry |
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作者姓名(中文) | 葉辰楨; 王國華; 蔡明致; | 書刊名 | 科學教育研究與發展季刊 |
卷期 | 58 2010.09[民99.09] |
頁次 | 頁1-32 |
分類號 | 303 |
關鍵詞 | AA Vee圖; 後設認知鷹架策略; 開放式探究; 概念圖; AA Vee map; Metacognitive scaffolding strategies; Open-ended inquiry; Concept map; |
語文 | 中文(Chinese) |
中文摘要 | 本研究以合作式行動研究方式,邀請一位資深科學教師,共同發展融入後 設認知鷹架策略之科學探究教學模式,並探討在國中階段實施的可行性。研究 前後歷經3 年,後設認知鷹架包括由AA Vee 圖和概念圖所建立的結構性鷹架及 動態性鷹架,依序融入於「科學競賽」、「科展作品評析」及「開放式探究」之 三階段探究教學模式中。資料收集分析以質性研究方式進行。研究結果顯示, 本研究發展的融入後設認知鷹架的三階段教學模式可逐步引導學生理解科學探 究過程,並提升學生的後設認知能力。而由學生的學習表現,顯示結構式鷹架 對於探究活動的「計畫」與「監控」有所助益;動態鷹架則扮演促進學習者反 思的角色,展現較強的「自我評估」與「自我調節」功能。 |
英文摘要 | This study collectively developed, with collaborating teachers, an instructional model for scientific inquiry, which integrated with metacognitive scaffolding strategies, and explored its applicability in junior high schools. This study lasted for three years. Its metacognitive scaffoldings include structural and dynamic scaffoldings established with AA Vee map and concept map, which were then integrated in an instructional model of ―three-staged scientific inquiry‖, which consists of ―science competition‖, ―critiques on science fairs‖, and ―open-ended science inquiry‖. Qualitative methods were employed in data collection and analysis. The results show that, the three-staged scientific inquiry can gradually guide students’ understanding to the process of scientific inquiry, and can enhance their metacognitive abilities. Besides, it is shown in learners’ performances that structural scaffolding is helpful to the ―planning‖ and ―monitoring‖ of inquiry activities. Dynamic scaffolding primarily promotes learners’ introspection and reflection, and showed stronger ―self- evaluation‖ and ―self-regulation‖. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。