國小學生的生物腐化想法與科學教室環境知覺關係之研究

Elementary Students' Conceptions of Decay and Perceptions of Science Classroom Environment

游淑媚(Shu-Mey Yu) ； 林淑芳(Sue-Fun Lin)

《科學教育學刊》 13卷3期 (2005/09) Pp. 241-262

https://doi.org/10.6173/CJSE.2005.1303.01

摘要

本研究目的在探討國小不同年級學生的生物腐化想法與科學教室環境知覺的關係。本研究應用「生物腐化診斷工具」以及「科學教室環境量表(WIHIC)」探討台灣中部地區小四、小六（學前）及小六（學後）共十二班學生於不同班級環境型式：「同儕互動積極」與「各層面發展均衡」中的生物腐化想法與科學教室環境知覺之相關情形。研究結果顯示：(1)各年級學生在不同班級環境型式中的生物腐化想法之分布趨勢有些差異。(2)各年級學生的生物腐化想法與科學教室環境知覺的顯著相關情形與班級環境型式有關。在「同儕互動積極」環境型式的小四學生持「自然因素」類型與「學生團結」教室環境知覺顯著相關；小六（學後）學生持「生物消費」類型與「學生團結」、「合作」、「教師支持」、「平等」及「工作取向」教室環境知覺顯著相關。在「各層面發展均衡」環境型式的小六（學前）學生持「物理因素」及「分解者生物因素」類型與「平等」及「工作取向」教室環境知覺顯著相關；小六（學後）學生持「分解者生物因素」類型與「學生參與」教室環境知覺顯著相關。最後，本研究對國小學生的生物腐化教學及未來研究提供相關建議。

關鍵字

生物腐化 ； 科學教室 ； 想法 ； 教室環境 ； 環境知覺

並列摘要

The purpose of this study was to determine the correlation between conceptions of decay and perceptions of science classroom environment in different grades of elementary students. This study employed the conceptions of decay diagnostic instrument and What is Happening in This Class (WIHIC) to investigate grade 4-6 elementary students' conceptions of decay and perceptions of science classroom environment in the classroom environment of 'positive peer interaction' and 'balanced development' in middle Taiwan. Students' conceptions of decay were analyzed in different classroom environments. Pearson's product-moment correlation was used. Results indicated that: (1) the distribution of students' conceptions of decay in different classroom environments was different. (2) In the 'positive peer interaction' classroom environment fourth graders' conceptions of 'natural phenomena' had a significant correlation with 'student cohesiveness'. For sixth graders who had been studying the concept of ecology the conception of 'being eaten by animals' was significantly correlated with 'student cohesiveness', 'cooperation', 'teacher support', 'equity', and 'task orientation'. In the 'balanced development' classroom environment sixth graders who hadn't studied the concept of ecology the conception of 'physical factors' and 'decompose' was significantly correlated with 'equity', and 'task orientation'. For sixth graders who had been studied the concept of ecology the conception of 'decompose' was significantly correlated with 'student involvement'. Implications of these results for both teaching and research in conceptions of decay were discussed.

並列關鍵字

Decay ； Science Classroom ； Conceptions ； Classroom Environment ； Perceptions of Environment

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