小學自然科啟發式教學對兒童推理思考發展的影響

Effects of Discovery Approach of Science Instruction on Elementary School Children's Logical Thinking Development

張春興(Chun-Hsing Chang)

《教育心理學報》 8期 (1975/06) Pp. 11-24

https://doi.org/10.6251/BEP.19750601.2

摘要

爲謀改進小學自然科之教學，國科會曾於61年起指定學校從事啓發式教學之實驗。本研究之目的卽係以接受該新法教學兩年後之部份兒童（啓發組，四年級100人，六年級80人，男女生各半）爲對象，與其他未接受該實驗之同年級兒童（講授組）比較在記憶與理解兩類問題上成績的差異，並藉以分析此種新法教學與兒童年級、性別、能力、人格特質等變項的關係。研究結果顯示：(1)四年級兩組比較，在兩類問題上的成績無顯者差異。(2)四年級兩類問題比較，兩組都顯示記憶題的成績優於理解題。(3)六年級兩組比較，啓發組的記憶成績優於講授組，但對理解題兩組無差異。(4)在性別上四年級無差異，而六年級在兩類問題上都是男優於女。(5)就測得的人格特質（焦慮反應）言，未發現與兩類問題成績間有顯著關係。綜合以上結果，研究者建議：(1)啓發式教學用於小學高年級可能較之用於低年級爲適宜。(2)檢討此種新法教學的實驗與成效時應考慮教學法以外的其他因素，單從兒童學習成績實不易判定其與教學法之間的關係。

並列摘要

The issue of expository teaching versus independent discovery in the learning, retention, and transfer of principles is still very much in controversy. This study was designed to test the following hypotheses: (1) The children trained by discovery method would improve their subsequent ability to solve scientific reasoning problems based on the scientific concepts and principles learned in elementary school science subjects than those who were trained by traditional didactic method. (2) The relative effectiveness of discovery method would be related to the variables such as grade, sex, intelligence, and personality traits of children.
One hundred fourth graders (50 boys & 50 girls) and 80 sixth graders (40 boys & 40girls) were selected from the experimental classes of discovery instruction. A matched group of children with the same number was drawn from traditional didactic method classes. The Raven's Progressive Matrices Test and the Chinese form of the Children's Manifest Anxidty Scale were used to determine children's intellectual and personality traits respectively.
The results of the study indicated: (1) There were no signnificant differences between performance of the groups under different types of instruction in terms of retention and transfer of principles. (2) No significant sex difference was found in fourth graders, but the boys were significantly superior to the girls in sixth grade in terms of reasoning performance. (3) The hypothseized nagative relationship between anxiety level and reasoning performance was not identified.