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題 名 | 以「探索-論證-評價」為基礎的探究教學模式在國中自然科之教學成效=An Analysis of the Teaching Effectiveness by Using "Exploration-Argumentation-Evaluation" Inquiry Teaching Model in Junior High School Science Class |
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作 者 | 洪振方; 封中興; | 書刊名 | 科學教育研究與發展季刊 |
卷 期 | 60 2011.03[民100.03] |
頁 次 | 頁1-34 |
分類號 | 524.36 |
關鍵詞 | 探究教學模式; 科學探究能力; 科學學習動機; Inquiry teaching model; Scientific inquiry abilities; Motivation toward science learning; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在建立以「探索-論證-評價」為基礎的探究教學模式(簡稱EAE探究教學模式),並分析此教學模式在國中自然科之教學成效。以準實驗研究法進行設計,研究樣本(N=62)取自某國中二年級學生。實驗組(N=31)實施EAE探究教學模式,對照組(N=31)則依照教科書內容進行教學。以國中自然與生活科技第三冊為教材,共有六個教學活動。以科學學習動機量表、科學探究能力測驗卷、自然科學期總成績等研究工具,蒐集資料進行分析。研究結果顯示在科學學習動機與科學探究能力兩個方面,實驗組帄均得分高於對照組。在自然科學期總成績方面,兩組並無顯著差異。 |
英文摘要 | The purpose of this research was to develop an Exploration-Argumentation- Evaluation (EAE) inquiry teaching model and to analyze the teaching effectiveness using it in junior high school science class. A quasi-experimental design was conducted in this study. The research samples (N=62) were 8th graders. The experimental group (N=31) was instructed with the EAE inquiry teaching model, while the control group (N=31) was instructed based on the textbook. The contents of teaching material in both groups were the Junior High School Science Textbook Volume Ⅲ, and there were six teaching units in it. The data of Students’ Motivation toward Science Learning Scale, scientific inquiry abilities test, and semester scores were collected and analyzed. The results have shown the average scores of Students’ Motivation toward Science Learning Scale and scientific inquiry abilities test in the experimental group are both higher than those in the control group. As to students’ semester scores, there was no significant difference between these two groups. |
本系統中英文摘要資訊取自各篇刊載內容。