國小三年級學生在資訊素養融入主題探究的科學探究學習態度表現

Third-Graders' Attitude towards Science Inquiry and Learning in the Integrated Information Literacy Inquiry Learning

謝欣穎(Hsin-Ying Hsieh) ； 林菁(Ching Chen Lin)

《教育傳播與科技研究》 103期 (2013/03) Pp. 1-15

https://doi.org/10.6137/RECT.2013.103.01

摘要

本研究旨在利用Super3模式將資訊素養融入國小三年級自然與生活科技領域中的「植物的身體」主題探究，以瞭解學生的科學探究學習態度表現，以及教師與學生對此課程的意見。本研究之主題探究是依照Super3資訊素養模式來進行，整個研究進行12週，以量表、問卷、參與觀察、訪談、文件等方式蒐集資料。研究結果發現雖然學生的科學探究認知與學習態度在量表的前測與後測上無達到顯著差異，但皆為正向；且根據問卷和訪談資料，顯示大部分學生對此探究主題有興趣且願意繼續探究植物。教師對於此融入課程的意見是在帶領探究活動時，老師應退居促進者的角色，給予學生更多探究的空間；學生則認為小組合作探究時，組長的權力應分配適當，才能使合作更融洽。本研究最後針對資訊素養課程設計與未來研究方向提出四點建議。

關鍵字

自然與生活科技領域 ； 探究學習 ； 資訊素養 ； Super3模式 ； 科學探究學習態度

並列摘要

The purpose of this study was to investigate students' attitude towards science inquiry and learning. A teacher's and students' opinions about the integrated curriculum were also examined. The integrated information literacy curriculum was designed based on the Super3 model. This study underwent for twelve weeks. Data were collected through the methods of scale, survey, classroom observation, in-depth interview, and relevant documents. The results showed that students' attitude towards science inquiry and learning showed no significance, but maintained positively. According to the survey and interviews, most students were interested in the inquiry subject and would like to continue to investigate it. As for opinions about this curriculum, the teacher suggested that teacher should be a facilitator instead of a controller during inquiry; the students proposed that group members should take turn to be group leader and share power with each other. Lastly, four suggestions were recommended for instructional design and further research.

並列關鍵字

Science and life technology ； Inquiry-based learning ； Information literacy ； Super3 model ； Attitude towards science inquiry and learning

參考文獻

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