互動式電子白板融入5E探究教學對學生探究能力影響之行動研究

An action research of integrating an interactive whiteboard into 5E inquiry teaching on the effects of students’ inquiry competence.

劉俊賢(JUN-XIAN LUN)

指導教授 ： 張世忠

中原大學/人文與教育學院/教育研究所/碩士(2012年)

https://doi.org/10.6840/cycu201200415

摘要

本研究目的在於探討自然與生活科技領域中，教師實施互動式電子白板（IWB）融入5E探究教學歷程中，所遇到的困難及解決的方法，以及對於七年級學生探究能力的影響。研究方法採行動研究。研究對象為國中七年級學生，採常態編班，共計32位學生。教學內容為國中七年級下學期生態系課程。研究時間約為20節課。本研究採質性的分析方式，使用「教師反思日誌」、「學生晤談記錄」、「學習單」、「課室影音」等工具，經過三角校正，分析歸納形成研究主張。
在實施IWB融入5E探究教學的準備階段，研究者遭遇問題包括：教學場地受限、學生使用電子白板能力不一、探究教學耗時、教師能力不足等問題；在第一教學循環中，遭遇IWB相關設備使用問題、學生參與討論，形成問題的氣氛不熱絡、學生利用圖書館及網路蒐集資料的能力不足、進行小組活動時，討論辯證效果不佳、學習單書寫狀況不佳、探究教學耗時等問題；在第二教學循環中，遭遇小組長能力不佳，低程度學生參與度低，影響該組討論、探究教學時間難以掌控、利用IWB 進行評鑑活動遭遇困難等問題。本研究中針對上述問題提出不同策略加以改善。
研究結果發現，學生的探究能力在界定問題方面：包含發現問題、提出問題、定義問題能力有所提升。設計規劃方面：收集資料能力有所提升。實作驗證方面：觀察與紀錄能力有所提升。分析解釋方面：分析資料、歸納能力有所提升。溝通辯證方面：溝通與批判能力有所提升。
最後，以本研究結果，針對探究教學活動設計、IWB應用於教學等方面，對未來欲從事與本研究相關議題之研究者與現職教師，提供互動式電子白板入5E探究教學與未來研究方向之參考與建議。

關鍵字

5E探究教學 ； 互動式電子白板 ； 行動研究 ； 探究能力

並列摘要

The study aims to investigate the integration of the interactive whiteboard（IWB）into 5E inquiry-based science teaching process, to demonstrate the difficulties encountered and possible solutions, and the effect on the development of inquiry competence of 7th graders. This research adopted action research method to implement in a regular class of 32 7th graders. The content of teaching was the 20 ecological courses at the second semester in the 7th grade. The qualitative analysis was adopted in treating the data collected from teacher reflection journals, students’ interviews, learning sheets and video-taping in classes. The collected data was analyzed through triangulation and categorized into diverse research issues.
However, in the preparation stage, the researcher had encountered some problems: the place of study was restricted, irregular capabilities among students in using IWB, the inquiry–teaching is time consuming, the instructors are lacking of professional competence etc.
In the first teaching circuit, there’re some problems as unfamiliar with IWB usage, students’ participation in discussion was lacking energy, students lacking of ability in researching references in library or on internet, the effect of discussion between groups was not good, the learning sheet was not working well and the inquiry-teaching was time-consuming.
In the second teaching circuit, we encountered problems as followings: the leader of group with insufficient ability, students with lower ability were unwilling to participate in group discussions, the inquiry-teaching’s time management problem, using IWB in evaluation encountered difficult. In this study, we resolved the mentioned problems.
The findings of the research are as followings: students’ diverse capabilities are improved, such as defining questions, making research designs, research implementation and verification, data collection and analysis, ability of dialectic communication and critical thinking.
The results of this study could offer as a reference for future researchers and in-service teachers interested in integration of IWB in 5E inquiry-teaching.

並列關鍵字

5E inquiry –teaching ； IWB ； inquiry competence ； action research

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