探究式教學模組對國小三年級學童問題解決能力和科學態度之影響

The Impact of Inquiry Teaching Module on Third Graders ’ Problem Solving Abilities and Scientific Attitudes

宋美伶(Mei-Ling Sung)

指導教授 ： 楊坤原

中原大學/人文與教育學院/教育研究所/碩士(2011年)

https://doi.org/10.6840/CYCU.2011.00220

摘要

本研究之目的在探討探究式教學模組對國小三年級學生問題解決能力與科學態度之影響，本研究採取準實驗研究法，以桃園縣某國小兩個班級為研究對象，分成實驗組（30 人）與對照組（30人）分別實施探究式教學與一般教學。本研究為期六週，每週3堂課共18堂課，教學前、後皆以「問題解決測驗」與「科學態度量表」針對兩組學生進行評測。資料的分析是採用單因子共變數分析。研究結果如下：
一、實驗組學生在「問題解決測驗」得分優於控制組學生。實驗組與控制組學生在「察覺問題的存在」、「猜測原因」、「是否需要更多資料的能力」、「考慮可能方法」、「選擇一個最恰當的方法」等向度的得分皆達顯著差異，而在「辨認問題情境中相關因素」和「擬訂計畫」兩個向度的得分則未達顯著差異。
二、實驗組學生在「科學態度量表」得分優於控制組學生。實驗組與控制組學生在「喜歡探討」、「發現樂趣」等向度的得分皆達顯著差異，而在「細心切實」、「求真求實」兩個向度的得分則未達顯著差異。
最後研究者根據研究結果及發現做一綜合論述，並提出幾項建議以作為教師未來教學及研究的參考。

關鍵字

科學態度 ； 問題解決能力 ； 探究式教學

並列摘要

The purpose of this study is to explore the effectiveness of inquiry teaching module on third graders’ problem solving abilities and scientific attitudes. Two classes of third–grade students in TaoYuan County were selected to be the research samples, which were divided into the experimental group (n=30) and the control group (n=30). Inquiry teaching was used to be instruction model for the experimental group while the control group received regular lecture instruction. The teaching lasted 6 weeks and 18 class sessions were included. Two research instruments –“problem solving test”, and “scientific attitudes scale", were employed before and after teaching for two groups of students. The data was analyzed by using one-way ANCOVA. The results are as follows:
1. The experimental group performed better than the control group in “problem solving test”. There were significant differences observed between the experimental group and the control group in the scores for “the ability to perceive problems”, “the ability to request information demands” , “the ability to guess reasons”,“the ability to consider possible solutions” and “the ability to choose the most appropriate solution”. However, there were no significant differences in the scores for “the ability to identify factors related to the problem” and “the ability to plan formulation”.
2. The experimental group performed better than the control group in “scientific attitudes scale". There were significant differences observed between the experimental group and the control group in the scores for “inquiry joy”, and “discovery joy”. However, there were no significant differences in the scores for “curiosity” and “accurate proof”.
Finally, based on conclusions from the results and the findings, the researcher makes suggestions for future teaching and further researches.

並列關鍵字

scientific attitudes ； inquiry teaching ； problem solving abilities

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