以閱讀科學文本教學模式提升高中生科學能力之探究

本研究目的在探討閱讀科學文本的教學模式，引導高中學生從閱讀及探究科學文本的歷程中發現問題、設計實驗步驟，進而提升高中生的科學能力。本研究以便利取樣選取研究者所服務南部某社區型高中，35位來自不同社經地位家庭的高中一年級學生，實施六週次十二節「閱讀科學文本」課程。研究者於教學歷程中收集教師的教學內容、課室觀察紀錄、學生上課參與表現及學習單等，再以不斷比較分析法分析獲得的資料，藉以了解學生在閱讀科學文本時是如何從擷取訊息到以科學解釋現象的表現，並探討高中生在設計實驗中，較容易忽略的要素有哪些？而這些被忽略的要素，在同儕及教師提問後，是否能察覺並修正？本研究有四項主要發現：一、多數學生已具備從擷取訊息到解釋科學現象的能力；二、將文字轉換成圖像表徵與提出高層次問題的能力較為薄弱；三、在設計實驗步驟過程，除瞭解需要有「對照組」外，其他實驗要素學生較容易忽略，而多數學生經過同儕及教師提問後，已能察覺應注意而未注意的實驗設計要素；四、「重複實驗」是多數學生最容易忽略的實驗步驟。最後根據本研究結果，提出如何經由閱讀科學文本提升學生科學能力的建議。

關鍵字

科學能力；評估與設計實驗；解釋科學現象；閱讀素養

並列摘要

The purpose of this study was to explore the effect of a teaching model that integrated scientific reading for secondary school students' science learning. Thirty-five 10th graders were conveniently selected from a senior high school in Southern Taiwan suburban area in which students were from different social-economic families. These students participated in a total of 6-week 12-hour ＂Scientific reading course＂. We collected qualitative data from teaching video, classroom observation, and weekly learning sheets. A constant comparative method was used to analyze the teaching video, observation record, and learning sheets for understanding these participants' performance from extracting information to explaining phenomena scientifically after reading scientific context. The essential findings were: (1) Most of students had an ability that extracting information to explain phenomena scientifically. (2) Students had less abilities on converting symbolic representation into model representation which needs high level thinking skills. (3) Most of students always ignored assigning a control group in an experimental design, but they could notice the missing elements after the teachers' and peer's comments. (4) Repeatable experimental design is an important element that most students forgot to consider. This study provided a fresh insight on conducting scientific reading teaching model to increase students' learning outcome.

並列關鍵字

Scientific Ability ； Evaluation and Design Experiment ； Explaining Phenomena Scientifically ； Reading Literacy

參考文獻

仰威融、林淑梤(2020)。運用PISA科學素養評量架構探討國中生物教科書中問題的特徵。教科書研究，13(1)，75-106。https://doi.org/10.6481/JTR.202004_13(1).03

李暉、郭重吉(2000)。科學話語與科學概念之學習：以國中生理化課學習為例。科學教育，10，3-30。https://doi.org/10.6767/JSE.200008.0003

邱美虹、林秀蓁(2004)。以CHILDES分析一對一科學教學活動中師生互動共建科學知識的行為表現。科學教育學刊，12(2)，133-158。https://doi.org/10.6173/CJSE.2004.1202.01

陳均伊(2010)。高中學生參與物理人才培育課程的學習成效之研究。物理教育學刊，11(1)，23-44。https://doi.org/10.6212/CPE.2010.1101.03

張芬芬(2010)。質性資料分析的五步驟：在抽象階梯上爬升。初等教育學刊，35，87-120。

主題瀏覽