國小六年級學童對讀寫活動融入自然科教學之知覺研究

Sixth Graders' Perceptions of Infusing Reading and Writing Activities into Science Learning

楊惟程(Wei-Chen Yang) ； 靳知勤(Chi-Chin Chin)

《科學教育學刊》 14卷1期 (2006/02) Pp. 29-53

https://doi.org/10.6173/CJSE.2006.1401.02

摘要

本研究以某國小六年級73位學童為對象，藉讀寫活動設計融入六年級上學期之五個自然科教學單元，探究學童對此類活動之知覺。本研究首先採質性研究法，以融入各教學單元活動單中之問題蒐集學童之知覺陳述。隨單元活動之進程，此等陳述以恆常比較後歸納出十項類型，分屬正向與負向知覺各半。位居前五位之知覺類型為：可以增加豐富的課程知識和幫助課程學習、產生正面的感覺和認同的想法、會有實施困難和無法進行推理的情形、過程中伴隨著體會和自信、是小組合作和互動分享的學習方式。本研究並依據歸納所得之十種知覺類型，設計四點量表之「讀寫活動融入自然科學習之知覺傾向問卷」，由學童自陳在各項知覺中的發生頻率。另又參照學童之自然、國語及智育成績分為高、低分組，比較其知覺類型的發生頻率。結果顯示三種分組方式分別有八、五及七項知覺類型呈現顯著差異；「是小組合作和互動分享的學習方式」僅在自然科高低分組間有差異。至於「可以幫助課程學習」及「造成負面生理感覺和產生建議的需求」只在國語高低分組間未見顯著差異。此外，三種高低分組間在「會有實施困難和無法進行推理」和「會產生學習阻力與偶發事件」均無顯著差異。然而男女學生間卻僅在這兩項中有差異發生。最後，本研究分別就課程設計與教學以及未來研究兩方面提出建議。

關鍵字

科學讀寫 ； 國小學生 ； 學生知覺 ； 讀寫活動

並列摘要

This study focused on 73 sixth graders to investigate their perceptions of the infusion of reading and writing activities into science learning. Qualitative methods such as worksheets and questionnaires were used for collecting students' perceptions. Through a sequence of five learning topics, the students provided their responses on the learning activities. These perceptual statements were analyzed by the constant-comparison method. Ten types of perceptions were finally achieved. Among them, five were positively and another five were negatively inclined. The five most frequent types were: 1) to increase knowledge about the subject, 2) to have positive attitudes toward the learning activity, 3) to have learning be difficult through reading and writing activities, 4) to be confident with the learning activities, and 5) to have the activities featured as co-operative learning. Based on these ten types, a Likert-type inventory was developed for investigating students' occurrence in each perceptual type. The results showed that the high-achieving group in science, Chinese, and total academic achievement had significantly higher frequency in eight, five, and seven perceptual types than the lower-achieving group. Only two perceptual types-”to have problems in reasoning” and ”to encounter incidences not expected”-showed significant difference between genders. This study makes suggestions from the perspective of curriculum design for teaching, teachers' beliefs in teaching science with reading and writing activities, and future research trends.

並列關鍵字

Science Reading and Writing ； Elementary Students ； Students' Perception ； Reading and Writing Activity

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