國小自然與生活科技領域學習低成就狀況及採STS教學策略進行補救教學成效研究

A Study of the Learning Situation of School Underachievers in the Field of Natural Science and Technology, and the Effectiveness of STS Strategies in Remedial Teaching

李新鄉(Hsin-Hsiang Lee) ； 盧姿里(Tzu-Li Lu) ； 黃光明(Kuang-Ming Huang)

《南台人文社會學報》 11期 (2014/05) Pp. 33-68

摘要

本研究之主要目的有二，其一為調查國小從九年一貫課程實施自然與生活科技領域教學之後，國小學童在此一領域的低成就出現狀況；其二，進一步探討採用STS教學策略針對此一領域學習低成就者進行補救教學之成效。本研究在調查自然與生活科技領域低成就學童之出現率時，則以台南市101學年度國民小學五年級學生為母群體，以隨機取樣抽取調查樣本553人，並自編自然與生活科技成就量表進行調查。本研究在探討採用STS教學策略對自然與生活科技領域低成就學童進行補救教學之成效時，則採用準實驗研究法，以台南市兩所國小103名五年級自然與生活科技低成就學生分為實驗組與控制組，並以STS教學法為實驗變項進行教學，同時以智力為共變項以比較STS教學與傳統教學法對於低成就學生的影響效果。研究結果如下：一、自然與生活科技低成就學童出現率約為28.9%；二、STS教學對國小自然與生活科技低成就學童科學概念理解學習的影響上優於傳統教學模式。本研究提出建議如下：一、課程教學和教科書編製審議主管權責單位宜適度關注STS教學策略融入自然與生活科技領域之議題，二、加強自然與生活科技領域低成就學生的關懷與補教教學，三、學校當局宜鼓勵教師採取STS教學策略精進教學專業知能。

關鍵字

STS教學 ； 國小學童 ； 自然與生活科技低成就

並列摘要

This study aimed to investigate the learning situation of underachievers in natural science and technology after implementation of the Nine-Year Integrated Curriculum, and to explore the effects of STS remedial teaching on the subjects’ learning. A sample of 553 pupils were randomly selected in the 2012 academic year from fifth-graders in elementary schools in Tainan City, and the proportion of underachievers in the learning of natural science and technology evaluated through a self-designed scale on natural science and technology achievement. A quasi-experimental research design was then employed to explore the effects of the STS remedial teaching approach on the underachievers’ learning of natural science and technology. One hundred and three fifth-grade underachievers in natural science and technology from two elementary schools in Tainan City were divided into experimental and the control groups. Controlling for intelligence as the covariate, the research compared the two groups to determine the treatment effect of the STS approach, as contrasted with conventional teaching methods. Two major findings of the study were as follows: (1) the proportion of underachievers in the field of natural science and technology reached 28.9 percent; and (2) compared with conventional methods, the STS approach was more effective in promoting comprehension of scientific concepts by underachievers in natural science and technology.

並列關鍵字

STS teaching strategies ； elementary school pupils ； natural science and technology underachievers