國小學童問題界定之思維歷程探究：以科學自造活動為例

科學自造教育是透過造物活動來驅動和統整科學學習，期望學生能藉由科學知識應用、材料與工具操作來嘗試解決真實世界的生活問題，進而為培養學生具有21世紀關鍵能力奠基。基於問題界定是創造性問題解決之首要且關鍵的步驟，本研究試圖探索國小學生在科學自造活動中的問題界定歷程，並通過觀察和分析學生的小組討論內容，瞭解他們界定問題時的思維和達成界定共識的策略。結果發現，在科學自造活動中，學生會同時為了追求解決真實世界問題及解決自造任務之雙重目標進行問題界定。在問題界定歷程中，學生會根據先備經驗及其科學知識豐富程度、對自造活動歸屬於科學學習的認知、受自造材料吸引的程度、對材料性質的理解與詮釋、以及對自造主題陳述中不同概念的關係位階判斷等因素，產生多元且可能互相衝突的問題界定思維。而在處理問題界定思維的衝突時，學生會藉由連續提問來導引團隊的思維方向、善用團體共備過的科學知識或材料操弄經驗來增進溝通、或是藉由操弄材料將問題情境具象化等策略來促進團體達成問題界定共識。最後，根據研發現，作者對相關議題提出了教學實務反思與建議供自造教育實踐參考。

關鍵字

自造教育；科學自造；科學思維；問題界定

並列摘要

Science maker education is to drive and integrate science learning through maker activity, so that students can try to solve real-life problems through applying scientific knowledge and manipulating materials and tools. Furthermore, it may lay foundations for cultivating students with 21st century skills. According to theories of creative problem-solving, problem identification is the first but most crucial step in solving problems. Therefore, this study, with an attempt to explore problem identification process of elementary school students in science maker activities, observed and analyzed the group discussions of students to understand their thought process in identifying problems and the strategies applied for developing consensus. The results of the study show that in the science maker activities, students simultaneously identified problems in pursuit of the dual goals of solving real-life problems and solving maker tasks. In the process of problem identification, students' thinking were multi-faceted and potentially conflicting, which could be attributed to the richness of students' prior experience and scientific knowledge, their perceptions of maker tasks being classified as scientific learning, the extent of their attention being attracted to the maker materials, their understanding or interpretation of material properties, as well as their judgment on the hierarchical relationship of the various concepts contained in the theme of maker activity, and so forth. In dealing with their conflicting thinking about problem identification, students kept questioning each other to guide the collective cogitations of the team, made good use of their shared scientific knowledge and/or material manipulation experience in collaborative preparation to improve communication, as well as tried to redeploy materials to concretize the problem situation. All these strategies applied by the students more or less helped reaching group consensus on problem identification. Based on the research findings, pedagogical reflections and suggestions are provided for the enhancement of science maker education.

並列關鍵字

Maker Education ； Science Maker Activity ； Scientific Thinking ； Problem Identification

參考文獻

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