國小低年級學生參與科學對談的類型之研究

本研究旨在探究低年級學生在教師營造的對談環境下，進行科學對談時呈現的對談特色。研究中以中部某國小二年級三十六名學童為研究對象，蒐集學生對談時之對話內容，採用語辭與段落分析，並佐以現場札記、晤談、心得回應單等相關資料來分析歸納學生在八次對談活動呈現的對談特色。研究發現指出，學生呈現「結合事實或經驗」、「利用反證解說論點」、「類推」、「思辯」、「比較」、「論點再精緻化」、「推論因果關係」、「建議以動手做結果來驗證」、「判定不同的論點或主張」、「引證書本或他人知識」、「生物特性」、以及「引入科學名詞」等十二種對談類型；且學生參與對談的類型會導致對談呈現擴展失焦、深入論證或阻滯不前等三類不同的發展趨勢。文末並對未來教學及研究提出建議。

關鍵字

科學對談；對談類型

並列摘要

The purposes of this study were to explore the characteristics of the ways in which thirty-six first grade studentstalked about science. Multiple resources of data from taped episodes of students talking about science, student surveys, interviews and field notes were collected and analyzed to generate the patterns within the ways students talked about science and the methods students applied to participate in talking about science. It was found that the students use twelve different methods, including combining facts and experiences, using anomalies, using analogies, rebutting, comparing and contrasting, elaborating, causal-effect reasoning, using investigations, making judgments, refering to authorities or textbooks, resorting to innate properties, and introducing terminology to talk about science. In addition, three categories of methods can be identified according to the patterns and trends of talking episodes. Finally, educational implications are also discussed.