從反思與實踐看國中生在科技實作活動中的學習歷程表現

A Study of Students' Learning Process in a Technology Hands-on Activity: Viewpoints from Reflection and Action

游光昭(Kuang-Chao Yu) ； 林坤誼(Kuen-Yi Lin) ； 洪國峰(Guo-Fong Hong)

《課程與教學》 13卷3期 (2010/07) Pp. 219-250

摘要

科技產品的製作是一個結合思考與實踐的歷程，思考主要是要求能運用學科的知識概念及工作程序的規劃，去作實踐前的準備；而實踐則是運用周遭的材料與工具等資源，去完成科技產品的設計與製作。本研究依據Zimmerman(1998)所提出的自我調整學習理論，發展一個科技實作活動的學習模組，並分析三十位國中生在經歷此學習模組的思考與實踐學習後，其在後續的實作活動過程的表現，以探討學生的反思與其實作作品表現之關係。本研究在歷經十一週的教學實驗活動之後，歸納以下結論：(1)國中生在科技實作活動中的反思表現優於實踐表現；(2)國中生在進行科技實作活動的學習時，應優先加強有關技術操作的學習。

關鍵字

自我調整學習 ； 反思與實踐 ； 實作評量

並列摘要

Making technology product is a process of combining thinking and action. Thinking is focused on utilizing academic knowledge and working process as preparation before action, while action is focused on utilizing materials and tools to design and make a technology product. This study developed a technological learning module based on the Zimmerman's (1998) self-regulated learning theory. The module was employed to 30 junior high school students for the purpose of observing and analyzing the relationship between students' reflection and action. After eleven weeks of the teaching experiment, the following conclusions were made: (1) junior high school students have better performance on reflection than on action; (2) the instruction on technological learning should focus on the practice of technical and operation skills.

並列關鍵字

self-regulated learning ； reflection and action ； practical assessment

參考文獻

李賢哲、樊琳、李文慶(2006)。九年一貫課程培養學生動手做能力課程規劃之探討—以手擲滑翔機為例。課程與教學季刊。9(1)

教育部（2008）。國民中小學九年一貫課程綱要自然與生活科技學習領域。2009年3月15日，取自http://www.edu.tw/files/site_content/B0055/自然與生活科技970917定稿（單冊）.doc

Wood, P. K.(2001). Summary of reflective judgment levels. Retrieved March 15, 2009, from http://web.missouri.edu/~woodph/rjstages/rjstages.html

Agassi, J.(1997).Thought, action and scientific technology.International Journal of Technology and Design Education.7

Azevedo, R.(2005).Using hypermedia as a metacognitive tool for enhancing student learning? The role of self-regulated learning.Educational Psychologist.40(4)