科學寫作融入5E學習環教學模式 在國小生活課程之研究

A study of integrating scientific writing and 5E learning cycle model into the elementary life curriculum

陳伶如(Ling-Ju Chen)

指導教授 ： 張世忠

中原大學/人文與教育學院/教育研究所/碩士(2007年)

https://doi.org/10.6840/cycu200700306

摘要

本研究採用行動研究之規劃、行動、觀察、反省的循環歷程，探討科學寫作融入5E學習環教學模式，運用於國小低年級生活課程的可行性、以及對於學生科學態度與學習成效之改變情形。
研究者因教學實務的啟示，興起以啟發式科學寫作與5E學習環教學模式兩大主軸之建構理念，融合為新的教學模式在生活課程之運用。研究實施時程為九十五年九月至九十六年三月，研究對象為研究者教授之二年級學生共25人，在新的教學模式實施前後，對學生實施「九年一貫課程科學態度量表」前後測，並以「科學概念分析表」比較教學前後，概念之差異性。在研究過程中蒐集錄影、學生寫作作品、省思日誌、訪談等多項資料，透過資料之整理分析與交叉比對，結果發現：
一、科學寫作融入學習環的教學模式，可以提升學生的科學態度。學生喜歡將自己的構想動手實作出來，以成品來表現。從探討活動獲得新的發現與認知，培養出信心及樂趣，進而對科學學習保持正向態度。
二、學生從繪圖式科學寫作漸漸演變為文字式科學寫作，作品的文字量是逐漸增多的，而涵蓋的科學概念也愈來愈豐富，增進學生表達與理解的能力，最後養成主動建構知識的技能。
三、行動中發現，低年級的科學寫作，需要提供關鍵字，引導其觀察與書寫，並且採用個別與分組合作的學習方式交替實施，更符合建構式教學。教師透過行動研究的反思與修正教學策略，不僅提昇課程設計與執行能力，學會廣泛運用教學資源，從改變教學信念，到體會科學寫作的價值，進而活化授課內容，追求師生共同成長的契機。
本研究使教師更了解學生的學習特質，引導學生主動建構知識，並且鼓勵學生將自己的想法表達出來，也促進教師課程設計能力提昇，引發其再進修的動力，讓教師專業獲得更進一步的成長。

關鍵字

科學態度 ； 學習成效 ； 科學寫作 ； 5E學習環

並列摘要

The spiral cycle of action research — planning, action, observation, and reflection was adopted for this study. The purpose of this study was to discuss the feasibility, students’ attitude, and learning performance regarding the scientific writing integrated into 5E learning cycle model in the elementary life curriculum. Enlightened by the teaching practice, the researcher applied the new teaching model integrating the science writing heuristic and 5E learning cycle teaching strategies into the elementary life curriculum.
The proposed timeline for the research was from September, 2006 to March, 2007. and there were 25 second grade students participated in this study. The “attitudes toward the nine-year science curriculum inventory” would be completed before and after the implementation of the new teaching model. For understanding the differences, the “scientific concept analysis” would also be made in this study. Through analyzing the data collection of videos in class, students’ writing works, reflection journals and interviews, the results can be described as follows:
1. The integrated teaching model of scientific writing and 5E learning cycle could enhance students’ interests in science. Students like to make their ideas into practical performance. They can gain the confidence and interest through getting the new finding and cognition after the sharing discussions.
2. Most students’ scientific writing had drawings as the major part in the beginning but gradually became more narrative afterward. Their works not only had the quantity increased but also had more science concepts included. That also enhanced the students’ ability of expression and comprehension. Finally, the students’ ability of knowledge construction was built.
3. Regarding the scientific writing of lower primary students, teachers need to provide guidance of observation and key words to assist them for writing. And, in order to have a better approach to constructive teaching, the methods of individual learning and group cooperation were applied by turns. Through the reflection and modification for teachers’ teaching strategy, the teachers’ abilities of curriculum design and implementation were improved. Moreover, they learned the comprehensive applications of teaching resources. From changing the teaching belief to understanding the value of scientific writing, the teachers would enrich the content of instruction and create more opportunities of growing together with the students.
This research enabled the teachers to learn more about the characteristic of students and guide the students to construct their own knowledge actively. The expressions of students’ thoughts and feelings were also encouraged. Besides, the teachers could strengthen the ability of course design and perhaps to pursue further education for their own professional growth due to this research.

並列關鍵字

scientific attitude ； science writing ； learning performance ； 5E learning cycle teaching strategies

參考文獻

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