以探究教學應用於自然科蔬菜種植之行動研究

Applying the “Inquiry Teaching” Concept on the Topic of“Vegetable Planting” in Science and Technology Teaching

蔡長益(Chang-yi Tsai)

指導教授 ： 陳齊聖

朝陽科技大學/理工學院/應用化學系/碩士(2013年)

摘要

本行動研究目的乃在解決自然科教師在初次任教時所遇到的困境。運用探究教學中「學習環」的概念於「蔬菜種植」單元上，讓學生改變習得知識的習慣；透過科學探究的方式，增進學生建構新知的能力與奠定基礎化學的概念。
研究者在此次行動研究實施為期三週的課程，共設計六大教學活動單元。過程中，配合小組合作學習及獎勵制度的實施，不僅精進自身之教學技巧，更讓教學現況獲得改善。以臺中市某大型國小由研究者所任教的三年級26位同學為實驗對象，設計出符合九年一貫課程學習精神的教材，並妥善規劃延伸教材。教學前，藉由前測以瞭解學生的起點行為；在教學過程中，教學者透過全程錄影、書寫學習單與師生互動等狀況，掌握學習者的學習情形，並做動態的修正。接著，將研究資料進行整理，進行質性描述。最終，透過施測取得相關的數據，解決研究上有關量化的問題，並獲致下述結論：1.探究教學中的學習循環論，以循環反覆的步驟進行，可提供新手自然科教師初次任教時具體可行的教學方向。2.獎勵制度及小組合作學習的模式，可增進三年級學生問題解決的能力。3.從晤談的回饋中顯示：探究教學的實施有助於提升學習者的學習興趣。

關鍵字

新手教師 ； 化學概念 ； 探究教學

並列摘要

The purpose of this action research is to solve the difficulties that the novice teachers encountered when first teaching science. In this research, the teacher applies the “Inquiry Teaching” concept on the Topic of “Vegetable Planting” in science and technology area. It gives students chance to change their habits of knowledge acquisition. By this way, it promotes their ability of constructing knowledge and establishes their concepts of basic chemistry.
The study spent three weeks and conducted six teaching activities. With group cooperative learning and incentive system implementation, not only enhanced self-teaching techniques, but also improved the status of teaching difficulties. The participants were 26 third year grade students in a large elementary school in Taichung city. Teaching materials were designed with the spirit of the Grade 1-9 Curriculum of science and technology area and properly planned extension materials as well. Before teaching, the teacher could understand their prior knowledge well by the pre-test. In the teaching process, the teacher tried his best to understand the conditions of learners well by using the videos, worksheets and teacher-student interaction and so on. Doing the dynamic correction when necessary was also need as well. Collecting the research data was hard but important, because it helped a lot to get qualitative descriptions. At last, the teacher could obtain the relevant data by conducting the three tests. Then, it makes no difficult to obtain the quantitative data. Finally, come to the following conclusions:
(1) Learning cycle can provide novice teachers a specific set of feasible direction when first teaching.
(2)Through the incentive systems and group cooperative learning approach can improve third-grade students'' problem-solving abilities.
(3)From the feedbacks of interviews, it shows that “inquiry teaching” helps a lot to enhance their interests of learning science.

並列關鍵字

chemical concept ； novice teacher ； inquiry teaching

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