探討科學本質融入科學史之研究：社會建構取向教學之成效

A Study of Nature of Science Embedded Scientific History Learning: The effectiveness of using social constructivism approach

王千祈(Chien-Chi Wang)

指導教授 ： 佘曉清

國立交通大學/人文社會學院/教育研究所/碩士(2012年)

https://doi.org/10.6842/NCTU.2012.00534

摘要

本研究探討採用社會建構取向之科學本質融入科學史課程與自然與生活科技學業成就，研究採準實驗設計，研究對象為國中八年級學生四個班，其中實驗組兩班67人，對照組兩班67人，實驗組採取小組討論、對照組未採取小組討論，二組均上10堂科學本質融入科學史課程，進而探討對實驗和對照學生科學概念建構與科學本質之差異。
研究結果顯示實驗組和對照組在科學概念成就測驗、科學本質觀量表與單元主題相依科學本質觀測驗經過科學本質融入科學史教學後，從前測到後測表現均有顯著進步，顯示科學本質融入科學史教學課程能有效提昇學生科學概念、科學本質觀和科學概念相依科學本質觀之立即表現。而經過推論統計顯示實驗組在科學概念成就測驗學習保留效果顯著優於對照組，高學業成就學生學習保留效果顯著優於低學業成就學生。在科學本質觀比較上，顯示教學模式未達顯著差異，而學業成就分組達顯著差異，即高分組在追蹤表現優於低分組。在單元主題相依科學本質上，顯示教學模式，學業分組達顯著差異，且二者有交互作用，即在追蹤測上對照組中的高分組優於低分組，低分組中實驗組優於對照組。迴歸分析顯示科學概念前測與科學本質觀前測對單元主題相依科學本質觀之後測與追蹤測表現之解釋力達到顯著水準。在學習單質性分析結果，單元二到四科學本質顯示教學模式未達顯著差異，學業分組達顯著差異，在單元四的持久性，單元二、三的暫時性及單元三、四的驗證性高分組顯著優於低分組；科學本質向度顯示，對照組在暫時性向度之單元二顯著優於單元一；實驗組在暫時性向度之單元二、三、四顯著優於單元一。

關鍵字

社會建構 ； 科學本質 ； 科學史

並列摘要

This study explored the impact of nature of science embedded scientific history learning with/without group discussion on 8th grade students’ scientific concept construction and view of NOS. A two-factors quasi-experimental design (instructional approaches and academic achievement level) was used in this study. There were 4 classes of students involved in the study, two classes of students (67 students, experimental group) employed group discussion and the other two classes of students (67 students, control group) who did not employed group discussion. The same content were covered in two groups and they all received 10 class periods of NOS embedded scientific history learning.
Results show that experiment group and control group all made significantly progression on their scientific concepts test, NOS scale and content dependent NOS from pre- to post-test. Experimental group significantly outperformed than control group in their retention-score of scientific concept test. For both groups, high achievers significantly outperformed than low achievers in their retention-score of scientific concepts test. For students’ perspective of NOS indicated only the academic achievement level had reached significant difference level and high achievers had better retaining effect than low achievers. For the content dependent NOS, it shows that instructional approach, academic achievement approach, and interaction between two factors all reached statistically significant difference level. In summary, high achievers performed better than low achievers in control group, and low achievers performed better with group-discussion instruction in experiment group than without group-discussion in control group. For qualitative findings, it shows that instructional approach had no effects on the unit progression, however; academic achievement level do have impact on unit progression from unit 2 to unit 4. In addition, high achiever had better performance than low achiever in unit 2 of NOS scale of tentativeness, unit 3 of NOS scales of tentativeness and certification, and unit 4 of NOS scales of durability and certification. In conclusion, the control group’s NOS scale of tentativeness increased significantly from unit 1 to unit 2; and the experiment group’s NOS scale of tentativeness increased significantly from unit 1 to unit 2, 3, and 4.

並列關鍵字

social constructivism ； Nature of Science (NOS) ； history of science

參考文獻

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