國小階段是培養學童科學素養能力的關鍵時刻,建立良好的閱讀習慣對高年級學童而言非常重要。期待利用科學閱讀之推廣,探討學童之提升科學素養。 本研究旨在探討運用「多元文本科學閱讀」融入以六年級的自然科學教學與學習,教師如何規劃課程設計及所遭遇到的困難處與解決策略,及國小六年級學生科學素養的影響情形。希望學生用主題式科學閱讀,其目的是希望透過「多元文本科學閱讀」的教學來了解學生在課程實施後,其「科學舉證」能力、「形成科學議題」能力、「解釋科學現象」能力是否比在教學前顯著提升。 本研究採取行動研究的方式進行,以研究者任職的陽光國小六年級一個班級的學生為研究對象,進行「多元文本科學閱讀」融入自然與生活科技領域教學。以研究日誌、教學現場錄影、訪談與文件資料等進行質性資料的蒐集分析。 研究結果發現: 一、研究者使用之「多元文本科學閱讀」的教學模式,有助於以後規劃「生態與環境」課程設計的架構。 二、採用行動研究進行「多元文本科學閱讀」課程,教師經反思與成長,能提升教師教學與課程設計的能力。 三、在「多元文本科學閱讀」教學後,學生對「科學舉證」能力、「形成科學議題」能力、「解釋科學現象」能力有所提升。 四、大部分的學生對於「多元文本科學閱讀」教學活動有正向的看法,對閱讀活動興趣增加,並能分享與他人討論,能尊重與支持彼此的意見表達。 五、「多元文本科學閱讀」教學可以促進學生問題解決的能力與高層次思考的能力,自然科學習技能提升,包括觀察、描述(繪)、調查等技能提升。 六、「多元文本科學閱讀」教學活動後,學童表達對保護生物多樣性的態度正向發展,能於參與活動及日常生活中表現保育生物多樣性的理念。 最後,研究者分別對教師「多元文本科學閱讀」融入教學方式、「多元文本科學閱讀」學習評量方式與教師在教學上提出建議。
Primary school is the key stage to develop young learners' scientific literacy. To establish good reading habit is crucial to the fifth and sixth grade elementary school students. The purpose of this action research was to explore student's scientific literacy by using the "multi-text science reading" teaching model. This research conducted in a sixth-grade science classroom of Sunshine Elementary School. Research data was analyzed and collected through the forms of research logs, teaching videos, interviews, and documents. The finding of this action research includes: 1) Using “multi-text scientific reading” as a teaching model, researcher found it helpful in planning the ecology and environment aspect of the science curriculum. 2) By implementing “multi-text science reading” in the curriculum, the teacher’s ability in teaching and curriculum design was enhanced through the teacher’s growth and self-reflection. 3) After receiving the teaching that included “multi-text science reading”, students' competencies in the areas of providing scientific evidence, identifying scientific issues, and interpreting phenomena scientifically have improved positively. 4) Most students had a positive impression of the “multi-text science reading” teaching activities. They had shown greater interest in reading, sharing ideas, debating with each other, as well as supporting and responding to others' opinions. 5) The “multi-text science reading” curriculum promoted students' ability to solve problems at an advanced level. In addition, students' observation, descriptive ability, and investigation skills also improved. 6) After “multi-text science reading” teaching activities, students had shown a positive interest in protecting biodiversity. They not only participated in conservation of biodiversity activity but also practiced this in daily life. Finally, teaching methods, assessments and teaching suggestions of using "multiple text science reading" were also discussed.