以『動手做』輔助教學的行動研究

以『動手做』輔助教學的行動研究龔和生中原大學化學碩專班摘要本研究主要是利用『動手做』輔助教學，以探究學生對於『大氣壓力』這單元的認知情形，希望經由『行動研究』來糾正他們的『迷思概念』，研究者基於傳統教學的垢病：學習的目的只為升學與文憑，分數高即是高成就的表現，雖然各校常態編班，但仍有多數老師不依學生程度而做適性發展，故參考一系列的教學法，如：探討發現教學、建構主義、行動研究、『動手做』的科教、而設計一份學習單：『大氣壓力的魔力』由六班中之兩班學生在有計畫的實施活動下，進行這份研究報告，並比較運用這種教學法與另外四班用傳統教學之老師為主角的講述法下，這六班同學對於這部分了解的情況，並由其結果與發現：這種『動手做』之輔助教學能讓學生在輕鬆、愉快下學到東西，只是『動手做』的精神是經由【合作學習】、【探討發現】而【建構】出新的概念，但國內的國中生為了應付考試，多數懶得探究問題，老師在進行實驗活動時，較用功者，人手一本【實驗解答】，較低成就的同學，不是在聊天就是不遵守實驗室規則，自然而然地，回家也不可能『動手做』實驗。整個研究過程歷經半年多，這A、B、C、D、E、F 六個班的同學均能在老師有計畫的引導下，認真作答，由於進行【動手做、學科學】之行動研究，故研究者每完成一步驟均有進行問題之診斷（矯正同學們的迷思概念），因而做出一系列之統整、比較、分析之圖表做為此研究的結語，希望能探討出此種教學法對於學生在科學理解方面的幫助到底有多大。

關鍵字

建構主義；動手做；行動研究

並列摘要

ABSTRACT An Action Research Using Hands-On Instruction as an Aided Teaching Method This study is an example of “Hands-On Instruction” as an Aided Teaching Method in order to realize how much our students can understand the phenomenon of the atmospheric pressure. Hopefully, this will help the students to heuristically correct their misconception through the“Action Research”pedagogy. As a main drawback in our traditional education system, the goal of learning is just for attending college and obtaining diploma. In other words, scoring high in the examinations is equivalent to high achievement. Although every school tries to form classes based on‘Adaptive Teaching’, there are still many teachers who do not instruct and guide the students according to their abilities. Hence many different teaching methods, which might be suitable for science education, are such as , They are“Inquiry Method” pedagogy,“Constructivism” pedagogy,“Action Research in Teaching ” pedagogy, and “Hands –On Instruction” pedagogy are adapted . Based on these teaching methods, a scientific Learning Unit, ‘the magic of the atmospheric pressure’, is designed and planned to instruct two classes of students. Also these new teaching methods are compared with the traditional method that relies merely on teacher’s instruction. This traditional method is used in four other classes of students. By applying these different teaching methods, a study report is completed according to the results that indicate how well those students understand this specific topic. In addition, the results and discoveries suggest that this “Hands –On Instruction” as an Aided Teaching Method be able to help the students enjoying studying natural science and not considering the natural science courses as bored and difficult. This is because the spirit and the concept of the “Hands –On Instruction” construct and derive directly from the “learning from the team work” and “search to discovery”. However, our junior high school students still believe that their learning is just for the examinations, they never pay attention to study and understand the problem. Most likely in the laboratory class, the hardworking students would copy the answers and results directly from the laboratory experiment guide or solution book without understanding the goal and meaning of the experiment. On the contrary, the under-achieved students would not only chat with other students but also disobey the laboratory regulations in the class. Naturally, it is impossible for those under-achieved students to do the experiment and understand the material at home. The whole study process took slightly more than half year. These students, which belong to A, B, C, D, E, and F class, can all study the topic diligently under the well-prepared guidance of the instructor. From implementing and studying the “Hands-On Instruction and Action Research” pedagogy, detailed diagnoses and analyses for all the encountered problems are performed during the end of each process, so that the students’ misconception regarding this atmospheric pressure phenomenon can be corrected. In order to reach conclusions for this study, a series of statistical analysis, comparison, and distribution figures are prepared. Hopefully, through this study work an answer can be found that how helpful this “Hands-On Instruction” pedagogy is for assisting students to have better understanding in science. Her-Sheng Kung CHUNG YUAN CHRISTIAN UNIVERSITY