科學課室教學之教師提問模式分析：以地球科學課室為例

Analyzing Teacher Questioning Behaviors in the Earth Science Classrooms

鄭嘉惠(Chia-Hui Cheng) ； 楊芳瑩(Fang-Ying Yang) ； 連筱萍(Hsiao-Ping Lien) ； 洪逸文(Yi-Wen Hung)

《科學教育學刊》 27卷3期 (2019/09) Pp. 167-184

https://doi.org/10.6173/CJSE.201909_27(3).0002

摘要

本研究目的為分析教師於地球科學課室中的提問模式，Carlsen（1991）指出教師的提問行為與課程進行、課程內容及學生回應有關。然而，過去的研究者並沒有深入探討教師問題的內容與連結性。本研究中，作者欲探討教師在特定學科，即地球科學課室內教師的提問行為與問題模式。研究對象為資深的地球科學高中教師，將其上課內容錄影並且製作成逐字稿予以分析。根據科學素養的相關內容，將教師提問根據其目的分為以下四種類別，分別為：學習科學概念、學習科學方法與過程、培養科學態度與價值及其他。不同的問題目的再根據其相關的功能及概念內容進行分類。研究結果發現專家教師在不同的時間序列中皆會穿插不同目的的問題，亦會搭配不同的問題功能，協助學生的概念學習。此外，概念內容分析的結果指出，專家教師會將新的科學知識內容建構在學生的舊概念之上，並且嘗試概念改變。未來應將此研究拓展至不同的教學單元，對於專家教師的發問模式有綜觀性的認識，提供給生手教師值得參考的教學內容與進程。

關鍵字

地球科學教育 ； 教師提問

並列摘要

The main purpose of this study was to investigate teacher questioning behaviors in earth science classrooms. Carlsen (1991) pointed out that teachers' questions were related to context, content and reaction to responses. In literatures, studies analyzing teacher questioning behaviors paid most attention to question types that would inspire students' fruitful thinking and responses. It seems that the context and contents of questions have not been emphasized enough. In this study, questions given by experienced teachers in the earth science classrooms were analyzed with respect to the purpose and function of each question. Questions were first categorized according to the purpose and then further subdivided to indicate how the questions were used. Four categories according to the purpose of questions were identified and reflected the main components of scientific literacy. The four categories are (1) learning of science concepts (content knowledge), (2) understanding of the process of the science (procedural knowledge), (3) scientific values and attitudes (epistemic knowledge), and (4) others (which can't be classified into aforementioned three categories). The various functions of the questions in each category were defined. Bloom's Taxonomy, the structure of scientific reasoning and argumentation, and the nature of science to define functions of questions were taken into account. Results showed that experienced teachers arranged questions with different purposes in each time sequence. Though the questions related to function of memorization appeared most frequently, experienced teachers tried to arrange questions with different functions to promote students' conceptual learning. Furthermore, experienced teachers mostly helped students to construct new scientific concepts based on their prior knowledge. The findings of this study could offer novice teachers a comprehensive understanding of questioning behaviors in science classrooms.

並列關鍵字

Earth Science Education ； Teacher Questioning

參考文獻

Benedict-Chambers, A., Kademian, S. M., Davis, E. A., & Palincsar, A. S. (2017). Guiding stu- dents towards sensemaking: Teacher questions focused on integrating scientific practices with science content. International Journal of Science Education, 39(15), 1977-2001. doi:10.1080/0 9500693.2017.1366674

Carlsen, W. S. (1991). Questioning in classrooms: A sociolinguistic perspective. Review of Educational Research, 61(2), 157-178. doi:10.3102/00346543061002157

Carlsen, W. S. (1993). Teacher knowledge and discourse control: Quantitative evidence from novice biology teachers' classrooms. Journal of Research in Science Teaching, 30(5), 471-481. doi:10.1002/tea.3660300506

Chen, Y. C., Hand, B., & Norton-Meier, L. (2017). Teacher roles of questioning in early el- ementary science classrooms: A framework promoting student cognitive complexities in argu- mentation. Research in Science Education, 47(2), 373-405. doi:10.1007/s11165-015-9506-6

Chin, C. (2006). Classroom interaction in science: Teacher questioning and feedback to students’ responses. International Journal of Science Education, 28(11), 1315-1346. doi: 10.1080/09500690600621100