「表達」在「抽象科學概念學習」上的教學功能

吳紀蓉(Joanne Woo)

指導教授 ： 陳文典

國立臺灣師範大學/理學院/物理學系在職進修碩士班/碩士(2005年)

摘要

摘要
科學概念具有抽象、微觀之特性，故被認為比一般概念不易學習。
在幫助學生建構科學概念時，教師常運用各種方式傳達概念，但唯有透過
學生的表達回饋，才能了解學生心中所建構。然而課堂討論及寫作活動，
因較費時，常在課程時間限制之下被省略。本研究的目的在於探究學生
「表達」如何促進「抽象科學概念」之學習。首先設計「提高學生表達
機會」的教材，再以「知識及概念的獲得」、「知識及概念的整合應用能力」
及「表達能力」三方面評量學生所作的書面表達，並配合課堂中所紀錄之
學生「參與課堂討論紀錄表」，分析表達在抽象科學概念學習上的功能。
研究結果包含：(1)學生的表達回饋具體呈現了心中所建構。對教師而言，
可完整了解學生並作指導。對學生而言，可以將其心智模型與概念模型作
對照，進而自我修正。(2)學生在設法以「自己的話」說(寫)出來的過程
中，促使抽象科學概念具體化。(3)課堂討論可發揮「合作學習」的功能。
藉著事先設計的討論主題、教師在討論時的主持、教師即時的正增強以
及先進行小組討論，再進行全班性討論可以提高效率。(4)寫作作業要求
較嚴謹，降低了另有概念、迷思概念形成的可能性。(5)必須配合其他
穩固知識概念的教學策略，才能明顯提昇學生的學習成就表現(如：定期
考查等)。

關鍵字

科學寫作 ； 表達 ； 課堂討論 ； 概念形成

並列摘要

Abstract
Science concepts are often regarded as ,“hard to learn”
because of the abstract and microscopic characteristics.
Teachers often use many ways to transmit science concepts
to help students understand , but the only way to understand what has been constructed by the students is to let them express or
voice out what are in their minds. Often because of the limitation of time within a class period , chances for students to discuss and
to do writing activities are scarce. The purpose of this study is
to learn more about “the enhancement of the comprehension of
abstract science concepts by giving students more chance to
express”.This study began with a planned teaching material which
could give students more classroom discussion opportunities and
writing –to-learn activities. Then the teacher analyzed the
feedback from the students and gave grades from three aspects :
“the knowledge and concepts acquired “ , “the ability to structure
and to apply”, and “the ability to express accurately”. And along
with the notes taken during class of the students’ participations,
this study analyzed the facilitative functions of classroom
discussions and writing-to-learn strategies in the learning of
science. Results of this study includes: (1)What students
presented, either orally or written, concretely represented
what students have had in mind. Thus, teachers could give
instructions right away and students could compare the differences
between “the conceptual model” and their own “mental models”.
(2)During the process of which students tried to state what’re
in their minds in their own words, enhanced the comprehension of
abstract science concepts. (3)Classroom discussions accomplished
the function of cooperative learning. Classroom discussions planned
and guided by the teacher, small group discussion followed by a whole
class discussion, and positive reinforcement given from the teacher
made teaching more effective. (4)Written presentation were asked
to be completed precisely,therefore, lowered the possibility of the
formation of misconceptions or alternative concepts. (5)For higher
academic achievement (such as performances on summative exams ),
other strategies should be used also to make learned concepts firmly
kept in mind.

並列關鍵字

writing-to-learn ； presentation ； classroom discussion ； concept formation

參考文獻

陳文典 (2003，10月)：「自然與生活科技」學習領域課程簡介。發表於

胡瑞萍和林陳涌 (2002)：寫作與科學學習。科學教育月刊，253期，2-18。

黃貫倫 (2004)：學生綜合統整能力對物理學習的影響。國立台灣師範大學

邱美虹和高淑芬 (1999)：類比對應學生建構『原子結構』心智表徵之影響。

EDO-TM-03-01).College Park,MD:ERIC Clearinghouse on Assessment and