野外科學探究教學模式之初探性研究－以小尖石山的地質探究爲例

A Preliminary Study on Field-based Inquiry Teaching Model: Explore Geology of Minor Pointed Mountain in Kenting as an Exemplar

蘇明俊(Ming-Jun Issac Su) ； 江新合(Shing Ho Chiang)

《教育科學期刊》 2卷2期 (2002/12) Pp. 62-96

https://doi.org/10.6388/JES.200212.0062

摘要

本研究旨在實際從事野外科學探究的教學，於教學中發展教學模式。其目的在描述並提倡從本土環境中學習科學的策略；培養國民解決問題的基本能力；提供中小學科學教師改變傳統教學之選擇。研究對象從來自全台灣自由報名的國中一、二年級學生131人中，隨機抽取42人（男生26人、女生16人）。研究方法以詮釋性的質性資料分析爲主，資料來源有：全程教學的錄影帶一捲（轉錄成現場紀錄）、學生填寫的「小尖石山探究過程紀錄表」42份、研究者的觀察、晤談、反思紀錄各一份、學生撰寫的心得報告41份、學生學習興趣的調查問卷41份、科學競試試題一份及答案卷41份。研究者將資料編碼及進行頻率分析，以「分析性歸納」及「三角校正」的過程效化資料，形成主張，作成結論。研究結果發現小尖石山的環境很適合國中學生作「野外探究」的科學教學，足以提供中小學教師依循之探究八大階層、以及分爲三大階段、八大步驟之野外科學探究的教學模式。建議中小學科學教師能夠採用野外探究教學作爲改變傳統教學的起點，促進我國「九年一貫」教育改革政策的成效。

關鍵字

野外探究 ； 科學探究教學 ； 教學模式

並列摘要

The main purpose of this study was doing a practical teaching on ”Field-based Inquiry, FBI” at Minor Pointed Mountain in Kenting area to present a teaching model for science programs, anticipate that would be a selected model for science teacher who teaching in 7-8 grades, and to cultivate elementary abilities for problem solving 131 populations came from spread all over Taiwan by unrestrained. So to limited in resources that picked 42 objects (26 males and 16 females) in random only. The interpretive qualitative data analysis was adopted. Datas are include: The tape for overall teaching in field; The records of Minor Pointed Mountain Inquiry by objects in seven subdivisions; Observe and Interview records by researcher; Learning reports by objects; and questionnaire. Conclusions as below: (1) Inquiry teaching in field would be a good teaching in science by 7-8 grade students; (2) Address a teaching model called ”Field-based Inquiry, FBI” for science teachers who teach in 7-8 grade to follow. I suggest that science teachers using FBI model to change his teaching.

並列關鍵字

Field-based Inquiry FBI ； Science Inquiry Teaching ； Teaching Model

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