國小教師教學模式與學生認知型態對自然科學習成績之影響

THE EFFECT OF TEACHING MODES AND COGNITIVE STYLE ON THE SCIENCE ACHIEVEMENT OF ELEMENTARY SCHOOL CHILDREN

蘇育任(WALTER YU-JEN SU)

《初等教育研究集刊》 3期 (1995/06) Pp. 63-78

https://doi.org/10.7038/BREEB.199506_(3).0005

摘要

根據近年來科學教育上的研究，證實科學思考能力可藉各種教學策略加以提昇，其中尤以探究教學模式效果最受推崇。探究法教學模式在國外科教界業經証實，是一種相當優良而有效的教學法，我國在這方面雖然也有一些研究，但欲使其眞能紮根落實於中小學自然科教學，就必須先深入探討它對本質不同的學生有何影響，方能收因材施教之效。本研究目的在比較教師採用「結構探究教學模式」（teacher-structured inquiry instructional mode）或「自由探究教學模式」（free inquiry instructional mode）時，對認知型態不同的學生（指場地相依型與場地獨立型兩種學生）學習自然科的成績有何影響。研究進行之主要步驟如下列設計：R_1 X_1 O_1 X_2' O_2 O_3 R_2 X_1' O_1 X_2 O_2 O_3第一次實驗處理（X_1及X_1'）是在學習「磁鐵」單元教材時，以結構探究教學模式施於第一組學童，以自由探究教學模式施於第二組；而第二次實驗處理（X_2'及X_2）則是在學習「神祕粉末」單元教材時，對同組同學，改施以另一種探究式教學模式，每一次實驗處理後，即以教師編製的成就測驗，測量學生的學習成效（0_1及O_2）。另外，在第二次實驗處理後，直接再以一非結構性的應用測驗來評量學生（O_3）。本研究共有三點重要發現：就認知型態對自然科成績的影響而言，場地獨立型的學生其自然科成績顯著優於場地相依型的學生；統計分析顯示兩種探究教學式對學生的自然科成績並没有顯著差異，但值得注意的是在兩次成就測驗中，接受結構探究式教學的學生，其自然科成績均較接受自由探究式教學的學生高；由教室中的學習觀察與晤談結果顯示，場地獨立型的學生似乎較喜歡自由探究教學模式，而場地相依型的學生則較習慣於結構探究教學模式。

並列摘要

The purpose of this study was to explore how two different instructional modes of scientific inquiry would influence the science achievement of elementary school pupils with different perceptual structures as measured by cognitive style (Field Independenc/Field Dependence). An open-area class containing 240 grade-five students were selected as the sample for this study. The host schools are located in Taichung City and subjects ranged in age from nine years to eleven years. 120 students were randomly sampled into the first group (GroupI) of subjects as the experimental group, while the remaiining students were assigned to the second group(Group II) as the control group. Two instructional treatments with different degree of structure have been applied to different groups of elementary students during this study. Contentspecific, teacher made achievement-tests were administered to both groups at the end of each treatment and an unstructured application-test was also administered directly after the completion of the second treatment. Data was collected and analyzed to determine if there are any significant differrences as a result of the treattment. The important rresearch findings are listed as follows: (a)Field-independent students achieved significantly higher science scores than the field-dependent students; (b)Increased lesson structure from the instructional modes did not significantly improve science achievement in this study, and (c)No significant interaction was found between students' cognitive styles and teachers' instructional modes, but the results seemed to suggest that field-dependent students liked the structured inquiry teaching, while field-independent students favored the free inquiry teaching.