合作式實驗活動對七年級低成就學生科學過程技能影響之個案研究

Case Study of Cooperative Laboratory Learning on Low-achievement Students

吳怡靜(Yi-Jin Wu) ； 林素華(Su-Hua Lin)

《生物科學》 52卷2期 (2010/12) Pp. 71-88

https://doi.org/10.29981/CB.201012.0006

摘要

低學習成就意味著學生在學習上有無法突破的困難。本研究的目的運用合作學習策略協助低成就學生學習，並探討學生在生物學科的學習困難。研究採個案研究法，研究前以入學考試和科學過程技能測驗成績，選取8名低成就學生作為研究對象，進行觀察、錄音、錄影及半結構晤談。研究方法採質、量結合的方式。研究工具和蒐集資料的方法包括「基本科學過程技能測驗」、「合作行為表現暨參與度檢核表」、「顯微鏡操作項目檢核表」等評量工具，以及半結構式晤談。研究結果發現，低成就學生在合作學習情境下，學習表現和「對工作內容的了解程度」以及「學習角色的勝任程度」兩個因素有關。而參與學習活動的方式可分為4種類型：「消極退縮的不參與者」、「不與組員合作的獨行俠」、「安靜沉默的參與者」和「活潑積極的參與者」，學習表現類型和學生本身的個性和學習方式有關。另外，經過4個單元的合作學習活動後，低成就學生在基本過程技能中的溝通技能顯著提升；在顯微鏡的操作使用上，大部分的低成就學生能流暢地製作玻片標本和調整顯微鏡的影像。

關鍵字

低成就學生 ； 科學過程技能 ； 合作學習

並列摘要

The purposes of this research were to employ cooperative learning strategy in science and life technology laboratory lessons of the first grade of junior high school, low-achievement students, situation and feelings participate in laboratory activities and low-achievement students, expression and encounter difficulties frequently in science process skills. The research adopted case study method. The subjects were from two classes of the first grade of junior high school. The students took examinations before the research, base on the achievements, eight low-achievement students were selected, by the way of observation, tape recording, video photographing, and half-structure interview. I use both qualitative and quantitative research methods. The pretest was conducted on the first week at the beginning of the semester, and the posttest was conducted before the second periodical examination. The research took about two months. The tools of the research and the methods of the data collection included assessment tools like ”Basic Science Process Skills Examination”, ”Cooperative Behavior and Participation Ration Scale”, ”Microscope Manipulation Checklist”, ”Questionnaire of Feeling” and interviews. During the research period, the data were continuing collected, analyzed, compared, and triangulated for enhancing the validity of the research outcomes. The results indicated that low-achievement students, behavior and participation in cooperative laboratory activities were connected with students, personality and team work-in small group discussion, lively low-achievement students discussed actively, and introvert low-achievement students played the role of onlookers; when the group had more team work the low-achievement students had more self-confidence and more chances to express their ideas. Besides, the difficulty of the laboratory lessons effected whether the low-achievement students like the lessons or not. And this also effected their learning aspiration. If the lessons were too difficult, the low-achievement students would not want to learn. After the four cooperative laboratory activities, in Basic Science Process Skills, the low-achievement students, skills of classing, communication, inferring, and predicting became better, especially in the skill of communicating. As for the use of the microscope, most of the low-achievement students could make specimens well and adjust the image of the microscope fluently.

並列關鍵字

low-achievement ； science process skills ； cooperative learning