小組建立假設的合作探究策略－以網路環境為例

Collaborative Inquiry Strategies of Team Hypotheses Building in a CSCL Environment

張秀美(Hsiu-Mei Chang) ； 陳斐卿(Fei-Ching Chen) ； 曾仁佑(Ren-Yow Tzeng)

《科學教育學刊》 20卷4期 (2012/09) Pp. 295-317

https://doi.org/10.6173/CJSE.2012.2004.01

摘要

本文研究小組成員在「建立假設」階段共同發展的「合作探究策略」。研究場域是大氣科學為主題的82個小組網路合作探究活動，每個小組大約五至六人，歷經長達兩週的「建立假設」活動。首先分析650筆高中生在此階段的合作探究困難，再以合作探究成果較好的五個小組討論區共652篇討論文章為例，分析成員的「合作探究策略」。資料的分析層次有三，以單篇為單位的「探究行動」、以跨篇為單位的「探究策略」、以及隱藏在探究策略背後、以成員間接應投入為單位的「合作探究策略」，本文聚焦於第三層次。結果顯示五種化解探究困難之「合作探究策略」：一、「開啟」與「跟隨」創造出共同對話；二、刻意引起注意及共鳴；三、收斂時機的相伴催促；四、扼要而深入的追問；五、不同觀點的查核考驗。研究探究學習的多數文獻是聚焦在「探究行動」與「探究策略」等層面，本文指出：合作較為成功的小組並非徒具有效的「探究策略」，尚須深掘成員間互動脈絡的「合作探究策略」，才能勾勒更為完整與真實的小組合作探究圖像，這些「合作探究策略」可以作為教學者鷹架小組合作探究活動的參考。

關鍵字

大氣科學 ； 合作探究策略 ； 建立假設 ； 接應投入 ； 電腦支援協作學習

並列摘要

Scientific inquiry learning is not unproblematic. Previous research on learners' collaborative inquiry has heavily focused on the cognitive aspects of inquiry strategies. We know little about how the inquiry strategies were accomplished collaboratively. In other words, the dynamic process of inquiry involving several people has received little attention. Taking the stage of hypotheses building as an example, this study examined the responsive engagement of learners engaged in inquiry activities in small groups. Two research questions were raised. First, what are the difficulties of engaging in collaborative hypothesis building? Second, what strategies do productive groups develop to deal with these difficulties? Three different levels of analysis were used to identify collaborative strategies when encountering difficulties of hypotheses building: inquiry action, inquiry strategy, and collaborative inquiry strategy. To be specific, this study is aimed to challenge the traditional perspective on the overwhelming emphasis on cognitive aspects of inquiry. Instead, the results of this study revealed the importance of collaborative inquiry strategies developed among group members. The results identified five key collaborative inquiry strategies related to responsive engagement: ”Initiation and follow-up as opportunities for developing communal topics,” ”Drawing attention purposely in order to focus on or resonate with,” ”Pushing collectively for convergent dialogue,” ”Concise and sharp questioning,” and ”Checking out the ideas of complicators.” Some methodological and practical consideration concerning collaborative inquiry activities were further discussed.

並列關鍵字

Atmospheric Science ； Collaborative Inquiry Strategy ； Hypothesis Building ； Responsive Engagement ； Computer Supported Collaborative Learning

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