KWL-HQ策略進行科學閱讀教學對國小學生熱的傳播學習成就、 科學學習動機與概念理解的影響

The effects of science reading with the KWL-HQ teaching strategy on primary school students’ science achievement, motivation to learn science, and conceptual understanding

何夢青(Meng-Ching. Ho)

指導教授 ： 王姿陵

國立清華大學/竹師教育學院/數理教育研究所碩士在職專班/碩士(2017年)

摘要

本研究旨在探討運用KWL-HQ策略進行科學閱讀教學，對國小六年級學生在「熱的傳播」學習成就、科學學習動機與概念理解的影響。
本研究採準實驗研究設計，參與的樣本來自嘉義市一所公立小學六年級四個班級的學生，共106人。分別選派兩班為實驗組（科學閱讀教學法），另外兩班為控制組（一般教學法）。研究工具包含：熱的傳播成就測驗、科學學習動機量表，以及熱的傳播開放式問卷。資料分析方法包含：獨立樣本t檢定（independent-sample t test）、獨立樣本單因子共變數分析（one-way ANCOVA）以及描述性統計（descriptive statistics）。
本研究的重要發現如下：
一、運用KWL-HQ策略進行科學閱讀教學能有效提升國小學生科學學習成就。
二、運用KWL-HQ策略進行科學閱讀教學對於不同學習成就的學生，在科學學習成就上無顯著的差異。
三、運用KWL-HQ策略進行科學閱讀教學能有效提升國小學生科學學習動機。
四、運用KWL-HQ策略進行科學閱讀教學能提升國小學生正確科學概念理解或有助澄清另有概
念。
五、實驗組運用KWL-HQ策略進行科學閱讀教學與控制組進行一般教學的學生，具有共同的另有概念（例如：某些材質不會傳導熱-木材、塑膠、玻璃不會傳熱，金屬才會傳熱；顏色會影響傳導熱的速度-吸熱和散熱觀念混淆；熱對流的動態循環-熱往上、冷往下的循環箭頭繪圖圖示錯誤）。

關鍵字

KWL-HQ策略 ； 科學閱讀 ； 熱的傳播 ； 學習成就 ； 科學學習動機 ； 概念理解 ； 另有概念

並列摘要

This study intended to investigate the application of KWL-HQ strategy to conduct the teaching of science reading for the effects on sixth graders’ learning achievement, motivation to learn science and conceptual understanding to the “Heat Transfer”.
This study adopted the quasi-experimental design, and the participated sample was the students from four 6th grade classes of a primary school in Chiayi City, 106 students in total. Chose two classes each to be the experimental group (science reading teaching) and control group (general teaching) respectively. Research tools included: Heat Transfer Achievement Test, Motivation to Learn Science Scale, and Heat Transfer Open-ended Questionnaire. Data analysis methods included: Independent-sample t Test, One-way ANCOVA and Descriptive Statistics.
Major discoveries of this study are as follows:
1. The effects on primary school students’ science learning achievement with using KWL-HQ strategy to conduct science reading are significantly better than using general teaching.
2. In experimental group, KWL-HQ strategy was used to conduct the science reading teaching to students with different learning achievement (high / Medium / Low Grades), it didn’t have significant difference between their science learning achievement.
3. The effects on primary school students’ motivation to learn science with using KWL-HQ strategy to conduct science reading are significantly better than using general teaching.
4. The effects on promoting primary school students’ correct science conceptual understanding or clarification of alternative conception with using KWL-HQ strategy to conduct science reading are significantly better than using general teaching.
5. Using KWL-HQ strategy to conduct science reading teaching to experimental group students and students in control group with using general teaching, all of them have common alternative conception (for example: some materials are unable to transfer heat – wood, plastic and glass are unable to transfer heat; colors will effect on the speed of heat transfer – confusion of concepts on heat absorption and dissipation; dynamic circulation of heat convection – wrongly display of circulation for that heat goes up, cold goes down).

並列關鍵字

KWL-HQ strategy ； science reading ； Heat Transfer ； learning achievement ； motivation to learn science ； conceptual understanding ； alternative conception

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