職前生物教師進行開放式科學探究過程之研究

Authentic Learning on Amphibian Ecology by Preservice Biology Teachers in Open-inquiry Research Settings

顏瓊芬(Chiung-Fen Yen) ； 黃世傑(Shih-Chieh Huang)

《科學教育》 10期 (2000/08) Pp. 46-64

https://doi.org/10.6767/JSE.200008.0046

摘要

本研究主旨在探究兩個學期，共二十五位職前生物教師在生態學專題研究的實驗課程中，進行開放式探究的過程。此項課程的目標在於提供職前教師在一個真確符實的研究環境，像科學家一樣的做科學。本課程內涵以探究艾氏樹蛙(Chirixalus eiffingeri)如何適應環境為主要的議題。經由分組之後，職前教師得以自己選擇有興趣的研究主題，確立研究問題，設計實驗，分派實驗工作，完成實驗，以至於實驗報告撰寫。
本研究使用詮釋性研究法進行資料收集與分析。本研究的主要資料包括二十五位元職前教師完成的問卷、每週撰寫的實驗心得反省報告共約三百九十份、每組的每週進度報告共約八十份，晤談及每組每週在全班面前實驗報告的實驗表現的錄影、錄音、期未實驗報告…等。為提高研究的，將前術多元資料依據三角叉交互審校，籍此確認識前生物教師如何在開放式探究實驗性境中與小組同儕互動，與老師互動之特色與學習風貌。
結果顯示在實驗過程中，學生經由任課教授所提供的模式(models)，鷹架(scaffolding)和教練(coaching)建構知識與實驗技能。學生與學生之間以四種對話的形式來溝通，分別為：不對稱性互動、對稱性互動，移動式不對稱及平行互動等。大多數學生對開放式探究實驗持著正向的反應，他們主動地投入認知的學習地；各，同進也知覺指導教師做科學的熱情。實驗之初，大部份參與者認為科學研究是例行、呆板及明確的進程，而科學的研究的客觀性是不容量置疑的。但實驗結束後，參與者詫異著在冠蓋如雲實驗時，研究過程充滿變數，研究的結果亦不是絕對的，甚且加入許多“人”的因素，這樣的實驗經驗的確提供紮實的解題技巧練習。學生致肯定小組合作解決實驗問題的必要性，也期望和學長或比他們懂的同儕一起做實驗。他們更肯定在任課老師的帶領下，增加信心克服挫折，甚且，經由開放式探究實驗的訓練，漸漸發展為獨立研究者。

關鍵字

科學探究 ； 真确符實的科學 ； 開放式探究實驗 ； 職前生物教師 ； 識知學徙制

並列摘要

The purpose of this study was to explore how preservice biology teachers conception of science progressed during an open-inquiry research program focused on the ecological physiology of a tree frog (Chirixalus eiffingeri). In addition, this study assessed how did the experience which obtained by participants during the research program affect their teaching performances during internshipp.
This research studied 25 preservice teachers in two semester periods. They were divided into groups according to their research interests. The preservice teachers were required to fill up two questionaire before and after the class, followed by one-hour in depth interview. Each group wrote a group progress report weekly, and each member wrote weekly-reflective essay report. Other data sources were established including classroom discussions, group meetings, interview transcripts with students and instructor, and instructor produced artifacts. All laboratory discussions were audio-taped and field notes during discussion and experiments were taken to illustrate our understanding of students’view of scientific research over time.
Results demonstrated that the preservice teachers built their knowledge and skills through the models, scaffolding, and coaching that provided by the instructors. Interactional patterns observed among participants included symmetric, asymmetric, shifting asymmetric, and parallel occasional. Participants were very positive toward and actively participated in the researches. Initially, they thought of scientific research as a routine, cut-and-dried process; however, by the end of the project, they came to realize that the processes of scientific researches were time-demanding and filled with unknowns. The result also shownd that the experimental failures (blind alleys) did provide valuable practice in developing laboratory skills and techniques among participants.
All participants confirmed that the intra-group and inter-group discussions were vital to the continuation and success of research project; also, working together with experienced peers and the guidance of instructors played an indispensable role in helping them to solve problems, overcome frustrations, and eventually finished the projects.