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  • 學位論文

探討後設認知引導策略對學生探究能力與概念改變的影響

How metacognitive guiding strategies might influence students’ conceptual development about seasons and their scientific inquiry abilities

指導教授 : 許瑛玿
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摘要


本研究主要目的是要探討國中三年級學生在後設認知引導策略引導下,科學探究能力與四季成因概念的改變情形。研究對象為兩班共51名國三學生,一班施予有後設認知引導策略融入的四季成因課程,另一班則施予無後設認知引導策略融入的四季成因課程。於課程實施期間收集問卷、測驗以及學習單等多項資料,分析學生經歷課程後在科學探究能力、四季成因概念以及後設認知的表現情形。資料分析結果顯示,有後設認知引導策略引導的學生其科學探究能力的進步情形顯著優於無後設認知引導策略引導的學生(F=7.95,p<0.04),而探究活動學習單的內容分析也進一步證實,藉由後設認知引導策略的協助,學生較能提出於合乎研究問題的預測、較能說出引用哪些圖表的資料來進行分析,也較能具體陳述數據資料呈現的趨勢分布以及其與研究問題之間的關聯性,並能應用先前學過的知識對數據趨勢與科學模式間做出合理的解釋;而全體學生在四季成因概念的學習均有顯著進步(實驗班:t=4.44,p<0.05;對照班:t=3.67,p<0.04),分析學生另有概念類型數目的轉變顯示有後設認知引導策略引導的學生,另有概念減少的數目比無後設認知引導策略引導的學生多;全體學生經課程後,在後設認知上均沒有顯著進步(F=0.02,p>0.04);而進一步比較不同後設認知的學生對科學探究能力學習成效的影響發現,藉由後設認知引導策略,能有效縮小學生因為後設認知的不同在學習成效所產生的差異。即是,經由後設認知引導策略的引導能協助低後設認知的學生,使他們的表現更接近高後設認知的學生。

並列摘要


The main purpose of this study is to explore how metacognitive guiding strategies might influence students’ conceptual development about seasons and their scientific inquiry abilities. The participants were 51 9th graders from two classes. An inquiry-based curriculum with metacognitive guiding strategies was taught in one class (the experimental group), and a regular inquiry-based curriculum without such strategies in the other (the control group). During the courses, the researcher collected questionnaires, assessment sheets, work sheets, and so on. With the data, the researcher analyzed students’ performances on scientific inquiry ability, conception about seasons, and metacognition. The results revealed that the students in experimental group had a better progress than the ones in control group (F=12.92, p<0.04). Through analyzing the responses of students’ work sheets, we also found that students were more able to recognize the patterns of data, understand the correlations between the data and research questions, and interpret the data by activating relevant prior knowledge. Overall speaking, students in both groups had significant improvements while developing their conceptions about four seasons (the experimental group:t=4.44,p<0.05;the control group:t=3.67,p<0.04). However, the students in the experimental group had much fewer alternative conceptions about seasons than those in the control group after the intervention. As for the perspectives regarding metacognition, all the students from both groups did not show significant progress (F=0.02,p>0.04). After further examining the effect of metacognition on students’ inquiry performances, metacognitive guiding strategies could effectively decrease the learning gaps between higher metacognition students and lower metacognition ones in the acquisition of scientific inquiry. In other words, the study found that metacognitive guiding strategies could assist lower metacognitive students performed more like higher metacognitive students on scientific inquiry.

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