STS學習模組之研究開發-「糖」與「紙」

This study worked on two STS modules, ”sugar” and ”paper”.

郭家宏(anjerryg)

指導教授 ： 洪志明教授

國立臺灣師範大學/理學院/化學系/碩士(1999年)

摘要

本研究是開發「糖」及「紙」兩個STS模組，採用行動研究法探究，以提高學生對主題的(1)知識、信念及價值觀；(2)學習興趣；(3)開放性思考能力；(4)解決問題之能力。所用的教學策略包括：1.實驗探究；2.卡式腦力激盪；3.班級討論；4.實際探究；5.資料找尋；6.認知圖；7.問題解決；8.小組合作學習；在活動中所使用的評量策略，包括：1.參與度；2.作品評鑑；3.開放性思考階層；4.學習層次；5.同儕評量。活動後學生均表示喜歡這樣的教學活動。學生之參與度在「糖」模組和「紙」模組分別是87.19及85.12，顯示學生在活動中相當投入。作品評鑑的成績在兩個模組中皆顯示不錯，可見參與的學生皆努力學習。平均開放性思考階層於「糖」模組從階層2.14昇到階層3.9，平均學習層次亦從層次2.19昇到層次3.9；平均開放性思考階層於「紙」模組從階層1.76昇到階層3.24，平均學習層次亦從層次1.83昇到層次3.19。參加的同學由活動前的低開放性思考能力與學習層次，提昇到了高開放性思考能力與學習層次，亦知學生能以不同的方式來進行思考活動。同儕評量於「紙」模組顯示同學皆認為彼此表現良好。

關鍵字

STS模組 ； 開放性思考 ； 解決問題之能力

並列摘要

This study worked on two STS modules, ”sugar” and ”paper”. An action research was carried out to increase students’ knowledge, learning interesting, open-ended thinking, and problem solving ability. The activities involved in these modules were (1)study on the experiment; (2)card brain-stoming; (3)class discussion; (4)practical inquiry; (5)information survey; (6)cognitive map; (7)problem-solving; (8)group cooperative learning. The assessments used in this study were: (1)degree of participation assessment; (2)creativity assessment; (3)open-ended thinking levels assessment; (4)learning dimensions assessment; (5)peer assessment on activities. After the activities, students expressed that they liked such teaching activities. The values of the degree of participation assessment in ”sugar” module and in ”paper” module were 87.19 and 85.12 respectively. These results showed that students put their mind to the activities. The scores of the creativity assessment showed that students studied hard in activities. The average value of the open-ended thinking levels in “sugar” module was from 2.14 to 3.9. The average value of the learning dimensions in “sugar” module was from 2.19 to 3.9; The average value of the open-ended thinking levels in “paper” module was from 1.76 to 3.24. The average value of the learning dimensions in “paper” module was from 1.83 to 3.19. The values of the open-ended thinking levels and the learning dimensions were from low to high. Students could do thinking activities in a different way. The result of the peer assessment in “paper” module showed these students thought that their scores of all activities were good.

並列關鍵字

STS module ； open-ended thinking ； problem solving ability

參考文獻

王澄霞、陳國華(1994)：STS主題-「油脂與生活」之開放性思考的評量。化學，52(1),107-114。

王澄霞(1996a)：化學領域之STS師資培育課程架構。化學，54(2),103-114。

薛費(1999)：SAS統計用電腦軟體。國立台灣師範大學計算機中心提供。

王澄霞、洪志明(1997)：國中數學及自然科學生活化實驗設計學習模組的研究開發與推廣計畫(化學科)。國立台灣師範大學科學教育中心。

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