使用教學表徵在國二自然與生活科技領域之行動研究

An Action Research of Using Instructional Representation into Science and Technology for The Eighth-Grade Students

紀貫騰(Kuan-Teng Chi)

指導教授 ： 張世忠

中原大學/人文與教育學院/教育研究所/碩士(2015年)

https://doi.org/10.6840/CYCU.2015.00229

摘要

本研究旨在探討使用教學表徵在國二自然與生活科技領域之歷程，以及對學生自然與生活科技領域學習的影響，最後探討應用教學表徵在行動研究中遭遇的困境與解決之道。
本研究透過行動研究的方式，使用各種教學表徵於三十名國中八年級學生的理化教學中，進行「基本測量與科學概念」、「認識物質」、「波動與聲音」與「光、影像與顏色」、「冷暖天地」。五個教學單元，於一百零三學年度第一學期實施（103年9月至103年12月）。蒐集質性資料，包含：教學錄影、教學省思札記、晤談資料、教師討論記錄等，並進行資料的整理與分析。
藉由訪談發現學生再建知識的過程，學生將課堂上看過的動畫內容與科學名詞互相連接，由回憶動畫內容去推敲出完整的概念內容，其中圖片扮演記錄關鍵畫面的角色，而文字幫助學生能正確清楚的描述。

本研究主要的研究結果如下：
一、利用大量影像來建立物質的微觀概念和呈現聲音現象，在光學單元中同時 呈現簡易圖形與真實圖片，在溫度單元中更將文字圖片影像加以PPT整合呈現。
二、學生對動畫表徵的印象最深，用發問的方式可幫助圖片資訊的讀取，文字需要具體的圖片和動畫來說明。
三、使用電子投影片同時呈現不同的教學表徵，如圖形和文字，可使數值運算過程更具體。

建議未來教師可用不同的教學法呈現教學表徵，也可使用行動研究在自然領域其他的科目中、或將本研究使用的表徵推廣至其他班級以增加研究對象。

關鍵字

自然與生活科技 ； 教學表徵 ； 行動研究 ； 多重表徵

並列摘要

The purpose of this study is to illustrate the process of applying instructional representation in Science and Technology and explore its effect on the learning for the eighth-grade students. At the end of the study, the study is going to discuss the problems and the solutions.
This study was conducted through the action research method. Thirty eighth-graders were taught by using a variety of instructional representations in the Science and Technology teaching.The study was carried out during the first semester in 2014 (from September to December, 2014).The curriculum mainly focused on the following five topics: experiment and measuring, substances, waves, sounds and optics.
Qualitative data, like teaching videotapes, teaching reflection notes, interviews and meeting minutes were collected and analyzed.
Through the interviews, the study found out the process of students’ knowledge reconstruction. Students connected the content of the videos they watched in class with the scientific terms. Students could infer the whole concepts from recalling the video. Thus, pictures played an important role in recording key events; texts helped students to understand precisely.
The main results of the study are as follows.
1. Massive videos were employed to build the microcosmic concept of substances and to present the features of sounds. Schematic diagrams and actual pictures were demonstrated in the unit of optics. Texts, pictures and videos were even integrated in PowerPoint in the unit of temperature.
2.Students are deeply impressed by the usage of videos. Asking questions could help them to decode the information of the pictures. Texts could be illustrated by pictures and videos.
3.A variety of instructional representations could be presented by PowerPoint.The usage of graphs and texts gave students a clear concept for number calculation.
It is suggested that teachers may use different teaching methods to present instructional representations. The action research can be used in other subjects of science area. Finally, the instructional representations used in the study can also be applied to other classes to enrich the samples.

並列關鍵字

Instructional Representation ； Multiple Representations ； Science and Technology ； Action Research

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