學生在開放式科學探究過程中互動模式之研究

Student Interactions in Open-inquiry Ecological Research Settings

顏瓊芬(Chiung-Fen Yen) ； 黃世傑(Shin-Chieh Huang)

《科學教育學刊》 11卷2期 (2003/06) Pp. 141-169

https://doi.org/10.6173/CJSE.2003.1102.02

摘要

本研究分析六個小組，二十五位職前生物教師在生態學專題研究的實驗課程中，進行開放式探究過程中的對話與意義。本研究的主要資料包括二十五位職前教師、每週撰寫的實驗心得反省報告共三百九十六份、每組的每週進度報告共八十二份，晤談及每組每週在全班面前實驗報告的實驗表現以及小組生態實驗室討論的錄影、錄音、期末實驗報告…等。為提高研究的效度，我們將前述多元資料依據三角交叉法交互審校，藉此確認職前生物教師如何在開放式探究實驗情境中與小組同儕互動之特色與學習之風貌。我們從小組同儕之間的對話等項目中，洞察出對話中蘊含著對實驗探究相關議題的經營。首先學生以小組合作的模式或對立的模式，或少數服從多數的模式來協商對實驗問題的意見與看法，進而在規劃和資料詮釋的階段中，學生們的對話因著參與實驗同儕的行為而逐漸形成若干形式，從分析小組中個別成員參與討論的程度看來，研究者將他們的對話歸納為三種形式，分別為：對稱式、不對稱式與移動式不對稱互動。而學生對於小組合作解決實驗問題的模式多數持著非常正向的態度：小組內的互動不但可以腦力激盪、集思廣義、凝聚共識、及增加默契之外，小組之間的互動，包括交換意見、討論、及批判，讓學生更能深入增加自己的整合能力，深入的改善開放式探究實驗的品質，此外小組社群成員不同的角色對小組學習有關鍵的影響，特別是小組中所發展出來的特定角色與領導風格，大大地影響小組成員發展對實驗探究的理解。

關鍵字

開放式探究實驗 ； 真確符實的科學 ； 職前生物教師 ； 學生互動

並列摘要

The purpose of this study was to explore how preservice biology teachers' conceptions of science progressed through interaction during an open-inquiry research program focused on the ecological physiology of a tree frog (Chirixalus eiffingeri). This research studied 25 preservice teachers in two semester periods. They were divided into groups according to their research interests. The preservice teachers were required to fill out two questionnaires before and after the class, followed by one-hour indepth interviews. Each group wrote a group progress report weekly, and each member wrote a weekly-reflective essay report. Other data sources included classroom discussions, group meetings, interview transcripts with students and instructor, and instructor produced artifacts. All laboratory discussions were audio-taped and field notes during discussions and experiments were taken to illustrate our understanding of students' views-of scientific research over time. Results demonstrated that interaction patterns observed among participants included symmetric, asymmetric, shifting asymmetric, and parallel occasional. Participants were very positive toward and actively participated in the research. All participants confirmed that the intra-group and inter-group discussions were vital to the continuation and success of their research projects. In addition, working together with experienced peers and the guidance of instructors played an indispensable role in helping them to solve problems, overcome frustrations, and eventually finish the projects.

並列關鍵字

Open-inquiry ； Authentic Science ； Preservice Biology Teacher ； Student Interaction

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