本研究的目的有三:(1)探討自我解釋策略對高/低先備知識國小六年級學生學習成效之影響;(2)探討自我解釋策略對高/低迷思程度的國小六年級學生學習成效之影響;(3)探討不同先備知識與迷思程度的學生產生自我解釋語料類型的差異。 研究對象為36名國小六年級學生,先將不同先備知識與迷思程度學生分為自我解釋組與控制組,來學習分子概念的文章,二組分別經過自我解釋與放聲閱讀來學習。最後,為了檢視學生的學習成效,透過收集學生科學測驗的表現,進行二因子變異數分析;以及運用自我解釋語料來進行費雪正確機率(Fisher’s exact probability test)考驗。研究結果發現: 1.自我解釋策略對不同先備知識學生在整體、記憶題與理解題上的科學學習表現沒有影響。 2.學生的迷思概念會影響整體的科學學習表現,以及在記憶題與理解題上的表現。 3.低迷思概念學生進行自我解釋在整體表現與理解題表現上會有較佳的學習成效。 4.不同先備知識學生產生自我解釋語料在「文本原理基礎與預先推論」有顯著差異。 5.不同迷思程度學生產生的自我解釋語料在「文本原理基礎與預先推論」、「思考性提問」,以及「監控陳述」有顯著的差異。 最後依據研究結果加以討論,提出運用自我解釋策略在自然科領域運用的建議。
The purposes of this study were to examine the influence of self-explanation (SE) on the outcomes and the processes of science learning for sixth grade students with different levels of prior knowledge and relevant misconception. Thirty-six students became eligible participants according to their performance on pre-tests of prior knowledge and a misconception subtest for States and State Changes. The experimental design was a 2 (SE v.s. control group) X 2 (high v.s. low prior knowledge) X 2 (high v.s. low misconception) factorial design with two incomplete cells because there were no students qualified as low prior knowledge and low misconception in both the SE and control groups. The rest of 6 cells contained 6 participants each and this resulted into 18 participants for the SE and the control group respectively. The SE group read and self-explained a text describing state changes of water while the control group read it twice. All participants received post-tests using the same instrument. All the analysis used pre-test scores as covariates. The main results were as follows: SE students did not perform better than the control group. Students with different levels of prior knowledge did not benefit from self-explaining. High misconception students did not benefit from self-explaining, neither. In contrast, lowmisconception students benefit from SE when they answered comprehension questions and memory/definition questions. SE influenced amounts and types of verbal protocol students generated. Students with different levels of prior knowledgediffered in “principle-based explanation and anticipative reasoning”. Students with different levels of misconception differed in “principle-based explanation and anticipative reasoning”, “thoughtful questions” and “monitoring statements”. All the results indicated that the influence of SE heavily modulated by learners’ misconception and less so by prior knowledge.
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