開發科學創造力的V-Map教學策略實徵研究

An Experimental Study on a V-Map Teaching Strategy of Developing Scientific Creativit

江新合(Shing-Ho Chiang) ； 唐偉成(Vincent Tang)

《科學教育學刊》 7卷4期 (1999/12) Pp. 367-390

https://doi.org/10.6173/CJSE.1999.0704.04

摘要

本研究提出一套開發學生科學創造力V-Map教學策略，其教學流程涵蓋：①V-Map尖端呈現教學事件②V-Map右側強調科學過程技能的學習③V-Map左側強調科學概念知識的學習④從右側到左側的教學過程中，都以認知衝突的策略問學生：爲什麼？是什麼？如何證明？
本研究係依準實驗設計研究法，就V-Map教學策略進行實徵研究，選擇某兩所國民小學共四班的144位五年級學生做爲研究對象，每校各選一班爲實驗組另一班爲控制組，進行爲期十二週的教學研究。
本研究認爲，開發科學創造力的先備能力有①觀察能力、②分類能力等，而科學創造力則定義爲①設計的能力、②尋求替代的能力等；研究結果發現：採用「開發科學創造力的V-Map教學策略」之實驗組學生在①觀察能力、②分類能力等科學創造力的基本能力方面，具有顯著性的進步(p＜0.05(上标 **))，在①設計的能力、②尋求替代的能力等二項科學創造力，表現上也有進步，但未達顯著性水準。二位參與教學的教師則認爲「開發科學創造力的V-Map教學策略」具有：①能增進學生思考的能力，②能增進學生思考的興趣，③能促使學生接受多元的想法，及④能增進學生多元的思考能力。

關鍵字

V-Map教學策略 ； 科學創造力

並列摘要

In this study, the researcher had designed a V-Map teaching strategy to promote students' scientific creativity. The strategy includes the following steps ① presenti a learning event at the bottom of V-Map, ②focus on scientific process learning at the right side of V-Map, ② focus on scientific knowledg learning at the left side of V-Map, and ③ during processes from right to left or from left to right teacher had to ask students with ”Why?”, ”What?”, ”How to prove it?” and so on with strategy of cognitiv conflict, to help them developing scientific creativity and cognition learning.
In this study, a quasi-experiment design was used for analyzing that the effects caused by the V-Map teaching strategy. Totally 144 students of grade 5 were selected form two elementary schools. Each school, two classes were chosen, one served as a experimental group and the other served as a control group. The V-Map teaching strategy was applied on the experimental group and the traditional teachi method was used in the control group. Twelve weeks were used in this study.
In this study, the scientific creativity is divided into two parts. The ability of observing and assorting are the pre-ability of the scientific creativity, and the ability of substitution and designing experiment are the base ability of the scientific creativity. The main finding in this study were as followi: ① The performance ability of observing and assorting of experimental group was better than that of the control group with significant difference under p＜0.05. The scores gathered from substitution and designing experimental were not significant difference between experimental group and control group, but the scor the experimental grou had a better progress ② The performance of learning achievement test and the conservation rate of learning effect (re-test after one mouth) of the experimental group was better than that of the control group with significant difference under p＜0.05. ③ The performance of the learning interest and the scientific attitude gathered from questionnaire were not significant difference between experimental group and control group ④ Data gathered from 2 participant teachers by deep interview were as follows They all conform that the V-Map teaching strategy was useful ① to improve the scientific thinking skills, ② to promote students' thinking interest, ③ to promote students' multiple thinking concepts, and ④ to improve students' multiple thinking strateg.

並列關鍵字

V-Map teaching strategies ； Science creativity