國小低年級教師進行科學對談之行動研究

An Elementary Teacher's Action Research on Scaffolding Students in Talking Science

林雅慧(Ya-Hui Lin) ； 張文華(Wen-Hua Zhang)

《科學教育》 12期 (2002/08) Pp. 71-93

https://doi.org/10.6767/JSE.200208.0071

摘要

本研究旨在探究三十六個低年級學生在教師的引導下，進行科學對談所呈現的對談特色，及可能阻礙學生參與對談的因子，研究并報導教師如何針對這些因子，不斷改進的過程。研究分二個階段，第一階段，教師不參與對談，以營造能符合學生心理社會與物質層面的對談環境，以促進學生參與對談為主要目的。第二階段的研究，由教師提供鷹架協助學生學習使用適切的對談策略，以提昇學生的對談能力。學生進行對談時的對話為本研究主動性的收集資料，并佐以其他相關資料，采用實地理論與三角校正進行分析。第一階段，根據Sprod的語辭與段落分析，分析歸納八次對談資料所呈現的主題概念；第二階段，針對學生的六鎰對談，分析在教師協助下，學生學習使用對談策略之成效及形成的對談特色，最後并嘗試分析學生透過主題觀點形成論點想法的過程。研究發現指出學生會利用十二種不同的對談策略加入對談，學生彩的策略類型會使對談呈現不同的發展趨勢。學生參與對談的情形會受到對談環境、對自己參與對談能力的自信心等影響，其中，無法適切的使用對談策略是最常見阻礙學生加入對談的原因。第二階段研究結果發現，在教師針對對談策略提供的鷹架協助下，學生的對談更能聚焦，建迎風的想法也較具邏輯性，但對談的動態及不可重復性，會限制教師對學生對談策略搭設鷹架的成效。藉由分析學生的立論觀點及形成概念的可能模式，能彌補此一限制，是下一階段改進行動的可行策略。

關鍵字

科學對談 ； 鷹架

並列摘要

The purposes of this study are to explore the characteristics of thirty-six elementary students' science talks and generate the influencing factors that obstruct students from joining in talking science, after then, the teacher researcher scaffolds students skills for them to participate in science talks based on the derived findings. According to the purposes stated above, the whole research was divided into two action cycles. In the first action cycle, the teacher researcher put emphasis on physical and psycho-social perspectives while establishing a non-threatening learning environment for students to involve in. In the second action cycle, the teacher researcher focused on improving students' oral communication skills in co-constructing theories.
The taped science talks, student-response surveys, interviews and field notes were collected for triangulating and analyzing by the constant comparative methods. Sprod's epistemic games and utterances analysis were also applied to determine the characteristics and variations of students' talks in the two action cycles. It is found that the students exhibit twelve strategies in joining in the science talks, and the three categories of strategies they adopted have impacts on the pattern and trend of a science talk. Besides, the difficulty level of a topic, peer-support, and self-confidence and ability of students are major influence factors on their engagement in the talks. Through the teacher researcher's scaffolding, the students performed better in focusing the talks and forming arguments in terms of the embedded logical structure. However, under the limited scaffolding skills, the teacher researcher was impeded from facilitating students in co-construction useful theories. Suggestions for further action cycles and elementary science teaching were also provided.

並列關鍵字

science talk ； elementary student scaffold