探討學生科學能力與教師探究教學實務的關係

Investigating the Relation Between Students' Scientific Competences and Their Teacher's Inquiry Teaching Practices

林淑梤(Shu-Fen Lin)

《科學教育學刊》 27卷4期 (2019/12) Pp. 251-274

https://doi.org/10.6173/CJSE.201912_27(4).0003

摘要

本研究旨在探討一個協助教師發展素養導向試題、設計和實施探究教學的教師專業發展計畫，對學生科學能力與學業成就的影響，並探討教師探究教學實務與學生科學能力的關係。7位國中科學教師參與此計畫，經半年發展素養導向試題和探究教案後，實施一學期的探究教學。採用準實驗研究法，比較實驗組和對照組學生的科學能力和學業成就。研究工具為「學校課程科學能力試卷」和「探究教學實務觀察評分表」。前者評量九年級學生「解釋科學現象」、「設計與評估科學探究」和「詮釋科學數據與證據」的三大科學能力。為了比較7位教師探究教學實務的差異，利用「探究教學實務觀察評分表」針對教師的探究教學影片進行評分。研究結果顯示整體實驗組的科學能力分數顯著高於整體對照組，而且整體實驗組在三種科學能力表現也顯著高於整體對照組；然而經個別分析，僅1位教師實驗組的科學能力和學業成就顯著高於對照組。進一步分析7位教師的探究教學實務和學生學習表現的關係，發現個案教師在探究教學的效能，以及給予學生探究學習的機會（含口語表達與動手做）兩個面向，展現出不同表現的探究教學實務，其與學生科學能力表現有關。文末探討影響教師初次實施探究教學實務的各種因素進行討論。

關鍵字

科學能力 ； 探究教學 ； 教學效能 ； 教學實務 ； 評量

並列摘要

The purposes of this study were to examine the impact of a teacher professional development (PD) project on students' scientific competences and learning achievement, and to investigate the relationship between teachers' inquiry practices and their students' learning performance. Seven science teachers in junior high schools participated in the project. They developed some literacy-guided items, designed an inquiry teaching plan in six months, and then implement the inquiry teaching plan during one semester. A quasi-experimental design was adopted to compare students' scientific competences and learning achievement between an experimental group and a control group. Two instruments were used in this study: the ＂Curriculum Based Scientific Competence (CBSC) test＂ and the ＂scoring rubric of inquiry teaching practices.＂ The CBSC test assessed grade 9 students' scientific competences of ＂explaining scientific phenomenon,＂ ＂designing and evaluating scientific inquiry,＂ and ＂interpreting data and evidence.＂ Teaching videos were scored by using a scoring rubric for evaluating inquiry teaching practice. Results indicate that the students' total scientific competence score of the experimental group was significantly higher than the control group, and the comparisons of the three scientific competence scores were similar. However, the analysis of individual teacher's groups, the total scientific competence score, and the students' learning achievement of one teacher's experimental group was significantly higher than the students' of another teacher's control group. After analysis of the relationship between seven teachers' inquiry teaching practices and their students' learning performance, the finding indicated that a teacher's effectiveness of inquiry teaching and the provided opportunities for students to engage in inquiry learning (i.e., oral expression and hands-on) were related to the teacher's performance of inquiry teaching practices. In addition, a teacher's use of inquiry teaching practices seemed to have a relationship with their students' learning performance. Finally, the factors which influence a teacher's initial inquiry teaching practices were discussed.

並列關鍵字

Scientific Competence ； Inquiry Teaching ； Teaching Effectiveness ； Teaching Practice ； Assessment

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