專題導向的高中基礎地球科學教學之行動研究

An Action Research on the Project-based Fundamental Earth ScienceTeaching in Senior High School

陳建宏(Chien-Hung Chen) ； 洪振方

《科學與教育學報》 4期 (2000/06) Pp. 161-196

https://doi.org/10.6449/JSE.200006.0161

摘要

活動融入課堂教本研究主要透過行動研究方法，探討「於課後實施專題導向教學活動」與「將專題導向學申」兩種不同情境之專題導向教學模式，如何在現行高中基礎地球科學課程中實施與進行？教師與學生會遇到哪些困難與如何解決？學生能否合適地運用相關的科學概念與科學探究技能？教師與學生在此活動歷程中有哪些心得感受？以及研究教師綜合比較兩種教學模式，進而分探討適合兩種教學模式實施之情境。
研究者從問題發現、文獻的探討、教學模式的設計、進行教學、教學評量、和同學互動等等，研究者參與著整個教學。研究者透過反省日誌、與學生互動對話、錄影帶、專題作品的呈現、歷程檔案、感受問卷等資料進行分析。
本研究結果如下：一、將專題活動融入課堂教學中之模式所須佔用上課時間較多（約入節課），而學生在「能提出適當的問題」、「能提出適當的假設」與「能提出合宜的變數」等三個科學探討能力之表現，較「於課後實施專題導向教學活動」之班級較佳；其餘六個向度之探討能力則無明顯差異。

關鍵字

行動研究 ； 反省日誌 ； 互動對話

並列摘要

The aim of the research, primarily through action research methodology, is to explore the issues surrounding the project-based teaching approaches in two different situations, “implementation of project-based teaching after school” and “integration of project-based teaching in class.
The population in this study is senior high school students. There searcher participated in all the action activities, such as questions investigation, literature review, teaching model planning, teaching implementation, teaching evaluation, interaction among students, etc. Data collected were in the form of reflection journals, dialogues among students, video, and project display, portfolio, and reaction questionnaire.
In this study, crucial in promoting the project-based approach is the examination of the barriers facing with processing the project-based approach in classroom, etc. In general, the teaching effectiveness of “integration of project-based teaching in class” is better than that of implementation of project-based teaching after class.” Yet, the former places much more pressure on teachers than the latter.