國一學生參與生物實驗活動之過程分析與成效探討

An Analysis on the Participation and Learning of Seventh Graders in Biology Laboratory

蔡珮穎(Pei-Ying Tsai) ； 張文華(Wen-Hua Chang)

《科學教育》 9期 (1999/04) Pp. 108-126

https://doi.org/10.6767/JSE.199904.0108

摘要

本研究旨從社會建構的觀點探討學生進行實驗活動的過程，與概念學習的成效。本研究以質性研究方式，針對個案教師和其兩個班級中各一捆小組進行一學期的觀察和晤談，並以問卷、段考考卷和實驗記錄簿等文件資料作為詮釋資料時之參考。研究者依據研究結果以及文獻資料，提出以下結論：
一、學生透過彼此在語言和行動上的互動，相互幫助、共同參與以完成實驗活動，協助同伴潛在發展區的發展。
二、在實驗教學情境下，學生從教師搭建鷹架的教學流程和小組進行實驗的社會互動過程中，獲得概念的瞭解。文末根據研究結果和文獻對於實驗教學和未來研究方向提出建議：
一、在實驗教學方面應多提供學生在實驗中討論與發表觀察現象的機會。
二、實驗的編排可以依據實驗性質做適度開放。

並列摘要

This study is intended to investigate the participation and learning of two groups of seventh graders in Biology laboratory activities according to the constructs of Social Constructivism. The subject teacher and one group in each of two of her classes participated in this qualitative study. The data resources include video tapes of seventy-three classes, semi-structured interviews, artifacts, fieldnotes, tests, and lab-activity books, and nine experimenting periods and interviews were transcribed for analyzing by the constant comparative method. The following conclusions were generated according to the data collected and literatures. First, the students co-participated the laboratory activities and helped each other via interactions of language and actions, that fostered the members to achieve a zone of proximal development. Second, under the structured and interactive laboratory learning context, students reached a conceptual understanding that they would not have achieved by working alone.
Suggestions considering laboratory instruction include: the Biology teachers should prepare well to scaffold students to learn and provide them opportunities for discussions and presenting phenomena. Besides, the inquiry level of each laboratory activity can be raised according to its nature.