探討PAC模式－自然科學實驗評量新方法

On the PAC Model-A New Assessment Instrument for Practical Work

蘇育任(Yu-Jen Su)

《測驗統計年刊》 4期 (1996/12) Pp. 179-194

https://doi.org/10.6773/JRMS.199612.0179

摘要

本研究主旨在探討實驗教學設計和評量的模式－PAC模式，即考量「實作技能」（performance）、「實驗成果」（acquirement）與「概念基礎」（concept）三方面的整合理論，它是由知名的科教學者Novak與Gowin所提倡的認知心理學的教學與評量工具，很能幫助學生將科學理論、概念和實驗操作活動聯結起來。本文首先探討一般科學實驗教學活動的理想目標現況，隨之從認知心理學的觀點探討實驗中教與學的歷程，據以提出上述模式作為實驗教學設計和評量的理論架構，最後則嘗試運用於實際的例子中。PAC模式基於Novak的概念作圖法和Gowin的Ｖ啟發術，以三個向度作為教學設計和評量的效標－即實驗操作、實驗成果和概念基礎。概念圖乃教學設計與評量的基礎，Gowin Ｖ圖則用以協助學生了解知識建構的結構和歷程，此模式乃為一精巧又有用的方法，對實驗教學設計與評量極有助益。

並列摘要

The laboratory activity is the most distinctive feature of science teaching. The global trend in science curricula innovation shows that the laboratory has acquired a key role not as a means for demonstration but rather as the core of the science learning process. The research has failed to assert that laboratory activities are an effective and efficient teaching medium for achieving essential goals in science instruction. One reason for the failure of many science laboratory activities is the ambiguity in focusing on the real aims. Another reason suggested for this failure is the absence or inadequacy of pre- and post laboratory arrangement so that students are unable to make sense of the laboratory expriences and relate them to the relevant theoretical concepts. Based upon the cognitive psychology, Novak and Gowin have developed a convenient instructional strategy which can help students in associating theory with the laboratory experiences. The purpose of this paper is to advance a new strategy which can be used by science teachers to make laboratory a place for meaningful and useful learning. The PAC model is an elegant and powerful conceptual framework with which teachers are able to describe the possible functions and requirements of laboratory work. It can be represented in three dimensional axes of Performance-a range of skills used in the laboratory, Acquirement-the knowledge and values the student acquires in laboratory learning and Concept-the internal student view of the world. If adopted and applied to the real situation, the model greatly enhances the teacher's own clearer understanding of what he wishes the laboratory teaching to achieve, his better design of the procedure to do it and his heightened awareness of what he can and cannot formally assess in students when they have carried it out.