透過您的圖書館登入
IP:3.227.251.194
  • 學位論文

自我解釋對不同先備知識學生閱讀科學性文章學習成效的影響

The effects of Self-Explanation on science text comprehension for Sixth grade students with different levels of prior knowledge

指導教授 : 曾玉村
若您是本文的作者,可授權文章由華藝線上圖書館中協助推廣。

摘要


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。

並列摘要


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.

參考文獻


「繁殖」概念為例。國立臺灣師範大學科學教育研究所碩士,未出版,台北市。
林容妃(2005)。兒童科普讀物的閱讀理解教學對國小學童自然科學習之相關研究。國
陳瑩 (2011)。科學閱讀與寫作在小學昆蟲教學之行動研究。國立臺北教育大學課程
覃湘晴 (2006)。探討自我解釋對四年級學生閱讀不同表徵之學習教材的影響-以國小
van den Broek, P. & Kremer, K. (2000). The mind in action: What it means to comprehend

被引用紀錄


孫以文(2015)。自我效能、學習動機對於學習成效、知識分享以及組織績效之影響-以學習障礙為干擾變項〔碩士論文,淡江大學〕。華藝線上圖書館。https://doi.org/10.6846%2fTKU.2015.00714
薛夙芬(2015)。自我解釋策略教學對國小學童科學文本理解歷程與成效之影響〔碩士論文,國立中正大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0033-2110201614011372

延伸閱讀