符合建構論理念的教學策略對植物的養分與能量概念學習的成效

Effects of Constructivist Teaching Strategies on Seventh Graders' Learning of Plant Nutrient and Energy Concepts

涂志銘(Chih-Ming Tu) ； 林秀玉(Show-Yu Lin) ； 張賴妙理(Miao-Li Changlai) ； 鄭湧涇(Yeong-Jing Cheng)

《科學教育學刊》 16卷1期 (2008/02) Pp. 75-103

https://doi.org/10.6173/CJSE.2008.1601.05

摘要

本研究採準實驗研究設計探究「符合建構論理念的教學策略(CTS)」與「一般常見的教學策略(TTS)」對七年級學生理解「植物的養分與能量」科學概念成效的差異，參與研究的對象為四位國中生物教師及583位七年級學生，實驗組包括兩位生物教師及其任教班級的286位學生，對照組則由另外兩位生物教師及其任教班級的297位學生所組成，實驗組接受CTS，而對照組則接受TTS。本研究發展「生物概念診斷測驗－植物的養分與能量(Biology Concept Diagnostic Test-Plant Nutrients and Energy, [BCDTPNE])」做為評測學生概念理解的工具，利用共變數分析和卡方分析比較實驗組與對照組在BCDT-PNE後測得分及答對率的差異，瞭解CTS與TTS對概念學習成效的差異。研究結果顯示，CTS對促進七年級學生理解「植物的養分與能量」概念的整體學習成效，顯著優於TTS，特別是對「植物的營養方式」、「植物體內養分來源」、「植物體內澱粉來源」、「光合作用對植物生長的影響」、「植物行呼吸作用的時間」、「植物行呼吸作用的部位」和「光對光反應、暗反應的影響」等概念的學習，CTS的教學成效顯著優於TTS。

關鍵字

符合建構論理念的教學策略 ； 植物的養分與能量 ； 概念學習

並列摘要

The purpose of this study was to investigate the effect of ”constructivist teaching strategies [CTS]” and ”traditional teaching strategies [TTS]” on students' understanding of plant nutrient and energy concepts. Four experienced teachers were involved in this study as the collaborating teachers. Two of them were assigned to the experimental group using CTS to teach biology, while the other two employed TTS to teach biology to the subjects in the control group. The subjects, both in the experimental group (286 students) and the control group (297 students), received instructions on plant nutrients and energy for nine 45-minute class periods. Students’ understanding of plant nutrient and energy concepts were assessed by the Biology Concept Diagnostic Test-Plant Nutrients and Energy (BCDT-PNE), developed in this study. By analyzing the differences in pretest-posttest scores of BCDT-PNE between the experimental group and the control group, the effects of CTS and TTS on learning of plant nutrient and energy concepts were investigated. The results of the study indicated that the CTS produced significantly better result than did TTS on facilitating students' learning of PNE concepts as assessed by the BCDT-PNE; particularly on the learning of concepts related to ”the patterns of plant nutrition,” ”the sources of plant nutrient,” ”the sources of starch,” ”the influences of photosynthesis on plant growth,” ”the occasions of respiration,” ”the locations of respiration” and ”the influences of light on light and dark reaction.”

並列關鍵字

Concept Learning ； Constructivist Teaching Strategies ； Plant Nutrients and Energy

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