融入科學新聞的引導式探究教學對學生的影響—以電流與磁現象為例

Abstract

本研究旨在探討利用科學新聞融入引導式探究教學對於九年級學生學習「電流與磁現象」單元前後的差異，包含對於自然科學的態度、科學新聞的態度、個人學習成效及學習環境是否有所改變。研究選擇與課程「電磁學」相關的科學新聞放入學習的教材之中，並作為引導、串聯教學之用，讓學生透過對科學新聞中議題的了解，討論應用的科學與課程內容的結合，經由引導式探究教學活動逐步掌握課程內容。 本實驗研究對象為苗栗縣某完全中學九年級學生68位，研究於現行的自然與生活科技課程中「電流與磁現象」單元進行實驗教學，進行「融入科學新聞的引導式探究教學」，最後收集學生「自然科學習環境量表」、「自然科學習態度量表」、「對科學新聞態度量表」及「自然科段考成績」進行相關資料分析。 研究結果發現，「融入科學新聞的引導式探究教學」適合本研究受試學生，無論在對自然科學態度、科學新聞態度、學習環境以及學習成效上都有所進步。另外對於第一次受到探究式教學的學生而言，會更需要老師的引導，雖然受試學生希望上課時多一點自主權，但老師引導的角色是不可或缺的。研究結果也顯示大多學生還是希望課室裡的學習環境是採學生中心及教師中心兩種方式並行。因此，本研究的結果可對於現行國中教師在設計教學活動時，其學習主導權的分配事宜，應依據學生的學習反應與配合學習材料做適度之調整。The study aims to examine the Influences of guided-inquiry activities that integrate science news teaching on senior high students' preferred learning environment, attitude of science and science news, and science learning outcomes. The researcher designed ”guided-inquiry activities” instructions which was based on inquiry experiments and integrate science news. There were 68 ninth grade students form three homogeneous classes that were sampled to be the subjects. They were assigned to be the experimental group that received “guided-inquiry activities.” Data collection consists of quantitative data. Data collection instruments includes: (1) The Science Classroom Learning Environment Inventory(2) Learning Attitude in Science Learning that including confidence, interest and belief(3) Attitude of Science News(4) The test of Science Achievement. The statistical methods were analyzed to test their significant. Results of this research were as follows: 1. Guided-inquiry activities that integrate science news enables the experiment group to improve student’s scientific confidence, interest and belief, attitude of science news, science achievement. 2. Students preferred student-centered and teacher-centered learning environment that was matched the guided-inquiry activities’ learning environment. 3. When teachers make a choice of different types of inquiry teaching, they must consider students’ prior knowledge and inquiry ability.