探究式教學在國中理化課的實踐─以八年級「反應速率」概念為例

本研究旨在進行探究式教學於理化課的實踐與改善，並探討實施探究式教學對學生在科學學習動機與科學探究能力之影響。本研究採行動研究法，以32位八年級學生為研究對象，進行探究式教學。藉由學生的科學學習動機量表、探究能力測驗、教學滿意度調查、學習單；教師的課堂觀察與教學日誌等多元素材進行質性與量化分析，研究成果歸結如下：一、從教學滿意度調查與教師的課堂觀察等質性研究上發現，在支持性學習環境下，實施探究式教學可提高學生的自我效能並對科學探究產生興趣。學生認為最具挑戰的步驟為實驗規劃與設計；在實驗形式上，學生喜愛實體實驗勝於模擬實驗。搭配翻轉教室的情境下，每次段考期間實施一次探究式教學於教學進度上是可行的。二、從科學學習動機量表的分析結果，發現實施探究式課程可提高學生的科學學習動機，且在自我效能的向度上達顯著差異（p<0.05）。三、由探究能力測驗中得知，實施探究式課程可提高學生探究能力，其中以資料蒐集與記錄最為顯著，其次為形成結論、實驗設計與規劃，最後為數據分析。最後，本研究依此結果分別對於教學設計與未來研究方向提出以下建議：一、教師須事先透過各式獎懲制度與學習活動建立師生間的信任與支持性的學習環境。在進行探究課程前，說明探究課程的目的與數據分析的觀念與方法。當學生學習理化的基礎能力達到一定程度，再引入探究式教學。視學生探究能力的增長逐漸提高探究活動問題的開放程度，避免適得其反。二、本研究採異質性分組，未來建議可採同質性分組，並給予不同深度的探究議題與指標，進行分析與比較。

關鍵字

探究式教學；學習動機；探究能力

並列摘要

The purpose of this study is to implement the inquiry-based teaching in science courses and to explore the impact of inquiry-based teaching on students’ motivation toward science learning and scientific inquiry ability. This study applied Action Research approach to explore inquiry-based teaching and learning among 32 8th-grade students. Based on data analysis of multiple materials such as SMTSL questionnaire, inquiry ability test, teaching satisfaction survey, worksheets, video recordings of classroom teaching and teaching log, the research findings are as follows: I. From qualitative research such as teaching satisfaction survey and classroom observation, it is found that in a supportive learning environment, the implementation of inquiry-based teaching can improve students' self-efficacy and interests of scientific inquiry process. The most challenging step to students is experimental design and they prefer real experiments to simulated experiments. Under the context of flipped classroom, it is feasible to do inquiry-based teaching once during midterm exam. II. From the analysis results of the SMTSL questionnaire, it is found that the implementation of inquiry-based teaching can improve the students’ motivation towards science learning, and there is a significant difference in the dimension of self-efficacy(p<0.05). III. From the inquiry ability test, it shows that the implementation of inquiry-based teaching can improve students' inquiry ability. Data collection and recording are the most significant improved aspects, followed by the formation of conclusions, experimental design and planning, then lastly the data analysis. Finally, there are several suggestions for teaching design and future research : I. Teachers must build a trust and supportive learning environment between teachers and students through learning activities. Before conducting the inquiry-based courses, teachers need to explain the purpose of the inquiry-based courses and review methods of data analysis for students. When the basic ability and concept of science reaches a certain level, inquiry-based teaching can be introduced then. Depending on the growth of students' inquiry ability, the degree of openness of inquiry activities can be gradually increased in order to avoid the feeling of frustration and failure. II. Heterogeneous grouping was adopted in this study, and it is suggested to conduct further study on the effects of homogeneous grouping, and give different depths of exploration topics and indicators for analysis and comparison.