理科大學生在科學探究文本寫作中之能力覺知與學習表現

本研究以專題本位學習模式，讓理科大學生在小組情境下從事科學探究文本寫作；藉此提供學生應用及覺知科學教育所需能力的機會，並探討對科學寫作的態度改變及寫作成果的表現。研究採混合研究法，歷經一學期，將國小科學展覽得獎作品，轉寫為適合國小學生閱讀之科學探究文本。研究之初，研究者引介專題任務的目標與進程，並提供一份轉寫作品為範本及評量文本的規準給學生參考；隨後各組選擇一份科學展覽作品進行轉寫；研究者逐週以中介任務做為鷹架，協助學生逐步完成任務。另在學期中，請各組進行兩次期中報告，研究者與同儕提出修訂建議。各組發展作品期間，研究者蒐集質性與量性資料包括：撰寫札記、學生作品、訪談資料、學生學習單、回饋問卷及前、後測量表等。結果顯示：學生對科學寫作態度前、後測間無顯著差異，但其傾向與喜好的改變具小效果量；對從事科學教育所需能力的重要性及勝任度覺知有顯著改變；另從專題任務發展出的作品，可知其所展現的能力及尚待加強的部分。期末藉學生回饋意見，確認收穫、障礙及有助益的項目。透過探究文本轉寫之專題學習，能提升理科大學生對科學教育所需能力之覺知與學習表現。本研究結果可供未來培養學生科學普及文本轉寫能力之參考。

關鍵字

科學普及；科學寫作；探究；理科大學生；專題本位學習

並列摘要

The purpose of this one-semester-long study focused on science-majors working on small-group basis for developing inquiry-based reading materials from a science-fair outstanding masterpiece for primary students. Project-Based Learning was emphasized as the theory-basis. In the beginning, the purpose of project was introduced; a sample text and a grade rubric were given to them to assist their understanding of the evaluation criteria of a submitted masterpiece. Students then worked together to do their rewriting to inquiry-based narrative-oriented readings. During this process, several tasks were offered to students as scaffold for fulfilling the assigned task. Two mid-term reports were arranged for students to share and revise their semi-products based on peers' comments. In addition, the researcher advised each group to pay special attention to visual representations, figure modifications, and the argumentation and decisions embedded in the context of the text. Mixed methods were used for collecting information from students. Results revealed (1) this project had a small-size effect on intention and likeness of students' attitudes toward scientific writing; (2) students' awareness of the importance toward and their competence of science education were significantly improved after the project; (3) the final student products revealed students' strengths and shortcomings. At the end of the study, for the purpose of improving the design of this project for future investigation, the researcher collected comments from the students on what they had gained through the study, what they found to be obstacles, and what they believed were the benefits of the instructional strategies of the project. It was concluded that the tasks experienced in this Project-Based Learning had enhanced students' awareness and practice of abilities in science education. The findings from this study hopefully will be implicated in developing a course for nurturing college students with the abilities in science popularization.

並列關鍵字

Science Popularization ； Scientific Writing ； Inquiry ； College Science Majors ； Project-Based Learning

參考文獻

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邱奕華、劉湘瑤(2014)。科學史教學對學生科學認識觀與概念學習的影響─不同教學順序的比較。科學教育學刊，22(3)，307-330。doi:10.6173/CJSE.2014.2203.04

洪振方(2010)。思考導向的探究式學習對國二學生科學探究能力的影響。科學教育學刊，18(5)，389-415。doi:10.6173/CJSE.2010.1805.01

施教旺、張淑娟(2012)。以任務特性觀點探討創新創意專案的學習效果。科學教育學刊，20(5)，461-482。doi:10.6173/CJSE.2012.2005.04

靳知勤(2009)。大學生對科學寫作態度量表之發展研究。課程與教學季刊，12(4)，113-140。doi:10.6384/CIQ.200910.0113

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理科大學生在科學探究文本寫作中之能力覺知與學習表現

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