本研究探討國中學生進行理化實驗時,學生自己製作V圖對學生的科學過程技能、理化學科成績、連結概念與實驗及學生在實驗上的專注之影響。研究進行約兩個月,由三位教師以三種教學法教授七個班級的259位學生。實驗組(N=76)在實驗前必須做預習的工作,完成V圖中實驗目的、先備知識、實驗步驟、及要記錄的表格四部分,實驗中進行小組討論,實驗後完成完整的V圖作為實驗報告。控制A組(N=71)在實驗前也要做預習的工作,先完成實驗紀錄本前半部的內容,實驗中也進行小組討論,實驗後完成實驗紀錄本。控制B組(N=112)是照教師慣有的教法:實驗前不要求學生一定要預習實驗步驟,實驗中沒有小組討論,但實驗後學生要完成實驗紀錄本。三位教師中,甲、乙兩位教師各有三個班級參與,分別施以三種不同的教學法;丙教師則以傳統教學法教授一個班級。實驗教學前所有學生均進行科學過程技能測驗(TIPSⅡ)及邏輯思考能力測驗(GALT)並收集第一次理化段考成績;其間收集學生在實驗教室實驗操作、討論、秩序的表現及學生所繪製的V圖及實驗紀錄本;教學後進行科學過程技能後測及實驗測驗並收集第三次理化段考成績。另外訪談教師施行V圖教學的感受並用開放性問題的問卷詢問學生對V圖的感受。測驗結果經變異數分析及卡方考驗得知:1)教學前、後科學過程技能無顯著差異,但在製作表格及繪製關係圖的能力上有顯著差異(P<.05);2)使用V圖的班級比另兩班在段考的表現好;3)三組學生在提取實驗相關概念上接近顯著差異(P=.06),而下結論的能力則未達顯著差異。問卷及訪談教師的結果可知:1)V圖能夠幫助學生瞭解實驗內容及實驗步驟;2)甲教師及實驗組中53%的學生願意繼續使用V圖,乙教師則選用控制A組的改良式實驗紀錄本;3)使用V圖後78%的學生可以默背出V圖所包含的五部分內容且學生認為『V圖對自己的學習有幫助,可以增進對實驗的瞭解,比實驗紀錄本更有趣、活用、有發揮的空間』。
This study explored the effects of students using V diagram in junior high school physical science laboratory to stimulate their science process skills, achievement, connecting related science concepts, laboratory activities and focusing on laboratory tasks. Quasi-experimental design was adapted. The experimental group was required to accomplish pre-laboratory homework in V diagrams; the control group A was required to complete conventional pre-laboratory homework; and the control group B did not do any pre-laboratory exercises. The major findings were as follows: (1) The three groups didn't find any significant differentiation of TIPS II , but constructing lists and diagrams (P<.05); (2)the experimental group performed better than the control groups in the achievement; (3) no significant difference was found in connecting related science concepts and laboratory activities among three groups. Teachers’ interviews and students’ questionnaire revealed that: (1) the use of V diagram could help students understand laboratory steps; (2) more than a half students wanted to use V diagram continually;(3) students believed that V diagram was a effective technique to help them understand laboratory activities.
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