探究取向教學對國小二年級學童 問題解決能力與對科學的態度之影響

The Impact of Inquiry-based Instruction on Problem-solving Ability and Attitudes toward Science of Second Graders

謝嘉文(Chia-Wen HSIEH)

指導教授 ： 楊坤原

中原大學/人文與教育學院/教育研究所/碩士(2011年)

https://doi.org/10.6840/cycu201100439

摘要

摘 要
本研究旨在探討實施探究取向教學對國小二年級學生問題解決能力及對科學的態度之影響情形。本研究設計採用「不等組前-後測實驗設計」，以桃園縣一所國小二年級兩個班的學生為研究對象，對照組30人採「教師指引教學」；實驗組30人採「探究取向教學」。研究工具包括：「問題解決測驗量表」及「對科學的態度量表」，資料的分析採用單因子共變數分析。經過18節的實驗教學後，研究結果如下：
一、實施探究取向教學能有效提升國小二年級學童的問題解決能力。
經過探究取向教學課程教學後，實驗組學生在問題解決測驗「總量表」，和「界定原因」、「解決方法」、「預防問題」三個分量表，顯著優於對照組學生，實施探究取向教學能有效提升國小二年級學童的問題解決能力。
二、實施探究取向教學無法有效提升國小二年級學童對科學的態度。
經過探究取向教學課程教學後，實驗組學生在對科學的態度量表的「總量表」、「對學習生活科的態度」、「對參與科學探討活動的態度」、「對科學家及科學相關生涯的態度」三個分量表的表現並沒有顯著優於與對照組，實驗組學生僅在「對科學的態度」的表現是顯著優於對照組，實施探究取向教學無法有效提升國小二年級學童對科學的態度。
最後，研究者根據研究結果及發現做一綜合論述，並提出幾項建議以作為教師未來教學及研究的參考。

關鍵字

對科學的態度 ； 問題解決能力 ； 探究 ； 探究教學

並列摘要

Abstract
The purpose of this research was to explore the different orientations of problem-solving ability and attitudes toward science by applying Inquiry-Based Instruction for the second grade students. A nonequivalent experimental design of pretests and posttests was employed. Two classes from the same elementary school in Taoyuan county were selected as the subjects of this study. The control group of 30 pupils was using current materials under “Teachers' Guide Teaching” and the experimental group of 30 pupils was using current materials under “Inquiry-Based Instruction.” Research tools included “Problem-Solving Test Measurement Table” and “Attitude Toward Science Measurement Table”, and the data were analyzed by ANCOVA. After 18 classes of instruction, the major results of the research were described in detail as following:
1. Inquiry-Based Instruction could enhance second graders’ problem-solving ability.
After applying Inquiry-Based Instruction, the result of ANCOVA indicated that the performances of the experimental were group on “Finding Causes”,“Finding Solutions” , “Avoiding Problems”and the full scale are significantly better than those of the control group. Inquiry-Based Instruction could enhance second graders’ problem-solving ability.
2. After applying Inquiry-Based Instruction , there was no special effect on the second graders’ attitudes toward science.
After applying Inquiry-Based Instruction , the result of ANCOVA indicated that performances of the experiment group on“attitudes in learning the life subject subject”,“attitudes in attending scientific investigation activity”,“the attitudes toward scientist and science related career.”and the full scale were not significantly better than those of the control group. The experiment group on “ the attitudes toward science ”was significantly better than those of the control group. Inquiry-Based Instruction had no obvious effects on the second graders’ attitudes toward science.
Finally, the researcher made a general conclusion according to the research results and offered certain suggestions for the future teaching and further researches.

並列關鍵字

Attitudes toward Science. ； Problem Solving Ability ； Inquiry-Based Instruction ； inquiry

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