STS科學讀寫探究對四年級不同程度學生科學學習動機、小組合作及過程技能影響之研究

The Effect of Inquiry With STS Reading and Writing on Fourth-Graders' Motivation, and Cooperative and Process Skills in Learning Science: Different Competent Group Approach

靳知勤(Chi-Chin Chin) ； 陳錦滿(Jin-Mann Chen)

《科學教育學刊》 29卷1期 (2021/03) Pp. 25-56

https://doi.org/10.6173/CJSE.202103_29(1).0002

摘要

本研究採混合研究法設計，將Science-Technology-Society（STS）生活化素材與科學讀寫融入以「Engagement/Exploration/Explanation/Elaboration/Evaluation（5E）探究學習環模式」設計之自然科教學，讓一班國小四年級學生（N = 25）經歷蒐集資料、解決問題、運用知識的過程，來探討其全體及不同程度學生之科學學習動機、小組合作技能、科學過程技能是否有所成長。研究歷經「時間」、「美麗的彩虹」、「水中生物」三個單元之學習，共31節課；在教學前、後，施以科學學習動機、小組合作技能、科學過程技能等量表；另以科學讀寫單、活動單、回饋問卷、檢核表、焦點小組觀察與訪談，蒐集質性資料。研究結果顯示學生的科學學習動機、小組合作技能、科學過程技能均獲提升；不同程度學生間，在小組合作技能後測總分有顯著差異；另在科學學習動機及科學過程技能之總分及分量表中，亦發現有不同程度學生在教學後獲致成長。

關鍵字

STS讀寫 ； 小組合作技能 ； 科學過程技能 ； 科學學習動機 ； 探究

並列摘要

This mixed-method study infused Science-Technology-Society (STS)-reading/writing strategy together with Engagement/Exploration/Explanation/Elaboration/Evaluation (5E)-inquiry learning cycle to develop science instruction materials for teaching a class of fourth graders (N = 25). Students were instructed on a process of information gathering, problem solving, and knowledge forming. Investigators explored if this process could improve their motivation, cooperation, and process skills in learning science. Thirty-one hours of instruction were used during this investigation focused on three topics: Time, A Beautiful Rainbow, and Aquatic Living. At the beginning and end of instruction for each topic, a scientific learning motivation questionnaire, a cooperative-skill inventory, and a process-skill test were administrated to evaluate changes among the students. In addition, reading-writing worksheets, activity worksheets, a feedback questionnaire, a checklist on students' performance, and observation and interviews among members of the focus group were used to collect qualitative data. Results showed that students achieved significant growth on all three tests. High-, mid-, and low-achievers revealed significant differences in cooperative learning on the post-test. Changes were also found among students in learning motivation and process skills.

並列關鍵字

STS Reading and Writing ； Cooperative Skills ； Process Skills ； Motivation on Science Learning ； Inquiry

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