國小科學閱讀教學模組之研究

A Study on Elementary School Science Reading Instructional Module

賴慶三(Ching-San Lai)

《崑山科技大學人文暨社會科學學報》 4期 (2012/10) Pp. 27-42

https://doi.org/10.29923/KSHSS.201210.0002

摘要

本研究之目的，在探討國小科學閱讀教學模組之成效。研究對象，有三個國小的六個班級，參與本研究。研究方法，採準實驗研究設計為主，分別針對三組研究對象，探討實驗組與對照組學生之學習表現，並佐以質性資料，分析參與師生之教學與學習回饋，以評量科學閱讀教學模組之實施成效。主要研究結果如下：（一）針對國小學生接受科學閱讀教學模組後的學習表現，(1)科學閱讀教學模組能激發學生的科學閱讀意願，(2)科學閱讀教學模組能增進學生對科學的瞭解，(3)科學閱讀教學模組能增進學生對參與科學的探究能力與自信心。（二）針對國小教師對於科學閱讀教學模組的教學回饋，科學閱讀教學模組能促進教師對自然科學領域之課程與教學知能。研究結果顯示，國小科學閱讀教學模組確實有助於學生學習與教師教學。

關鍵字

科學教學 ； 科學課程 ； 科學閱讀 ； 教學模組

並列摘要

The major purpose of this study is to evaluate the effectiveness of science reading instructional modules at elementary schools. A quasi-experimental design was used in 6 classes. Three classes were designated as the experimental group, and the others the control group. Both of students' test outcomes and teachers' qualitative data were collected to determine the effectiveness of science reading instructional modules. Results indicate that science reading instructional modules promote students in their learning motivation, science understanding, inquiry skills, and confidence. Results also show that science reading instructional modules enhance school teachers' curriculum design and instructional ability. Therefore, we concluded that science reading instructional modules are of benefit to both elementary school students and teachers.

並列關鍵字

science instruction ； science curriculum ； science reading ； instructional module