國中理化實驗課中學習機會分佈之研究－從社會互動及認知投入的角度

本研究所關心的問題是國中學生進行理化實驗課的過程中，學習機會分佈的情形。研究的主旨是透過理論的評析，分別從社會互動及認知投入的角度建立瞭解學習機會的指標，以瞭解理化實驗課中不同地位學生在學習機會上的分佈情形；此外基於多元能力向度的考量，進一步設計「三階段教學處置」實施於實驗課中，以瞭解學習機會分佈變動的情形。研究結果發現，在理化實驗課的互動中，地位越高的學生，會相對地擁有質高且量多的學習機會；相對的，地位越低的學生可以從事高認知層次的思考機會則較少。在透過「三階段教學處置」的實施之後，學生間學習機會的分佈會發生變動，整體認知投入的層次會往上提昇，學習機會的向度更趨於多元，惟地位之間的固著關係仍然明顯。

關鍵字

學習機會；實驗課；社會互動；認知投入

並列摘要

Based on concern for the equality of learning opportunities in laboratories, this study explores the meanings of learning opportunities through a theoretical literature review, investigates the distributions of learning opportunities during practical laboratory instruction. The study discusses meanings of learning opportunities from the perspectives of both social interaction and cognitive engagement. Furthermore, the study used a ”three-step instruction management” system to further understand the pattern of students' learning opportunity shift alone with different laboratory activities. During the interactions of students in the junior high school laboratory, students of higher status in class tend to have better and more opportunities to learn. On the other hand, students of lower status in class tend to take less learning opportunities for processing higher level thinking. The ”three-step instruction management” system helps change the distributions of learning opportunities among students and promote higher levels of cognitive involvement in activities. However, regardless of the change shown above, the static status differences among students still remain.