國中生科學寫作與智力、學科學習成就之相關研究

Abstract

本研究旨在研究學生觀察示範實驗之科學寫作與其智力及學科學習成就間的關係。研究中，要求學生觀察一段由研究者設計的大氣壓力示範實驗影片，回答一份含確認實驗器材、描述實驗步驟及發現，以及解釋實驗結果問卷。並以系統功能語言學中詞彙深二度的分析，探討學生寫作的特性。五十九位九年級學生參與本研究，除上述之寫作資料外，還收集學生的智力及其他學科學習成就等相關資料，以相關統計分析學生科學寫作的情形。 主要發現如下：（1）學生對於實驗藥品、實驗器材與實驗步驟的確認與國文成績、數學成績、自然成績、智力測驗成績及基本學力測驗自然科成績均呈正相關。（2）學生進行合理或正確的推論事件總數與數學成績、自然成績及國中基本學力測驗自然成績呈正相關。（3）學生所書寫的深二度科學詞彙總數與國文成績、數學成績、自然成績及國中基本學力測驗自然成績呈正相關。最後本研究對未來可行的研究方向提出建議。

The aim of this study was to investigate junior high school students’ science writing and the relations between science writing and intelligence and learning achievement. Students were asked to watch a film about an experiment of atmospheric pressure and then to complete a series of tasks, including recognizing the apparatus, describing the procedures and phenomenon and explaining the results of the demonstration. Drawn upon systematic function linguistics perspective, students’ writing was analyzed in terms of the second degree in depth of phrase. Fifty-nine ninth grade students participated in the study. In addition to the written text, information about students’ intelligence and learning achievement were also collected. The data was statistically analyzed to reveal the relations with students’ science writing.

The main findings is as follows: (1) Significant positive correlations were found between students’ recognition of experimental chemicals, apparatus and procedures and their Chinese, mathematics, science learning achievements. In case of intelligence and the Basic Competency Test of science, the same result was found. (2) Students who produced more plausible or correct inferences in their science writing, they also tended to be better in academic performance. (3) Students who deployed moderate complexity clauses in their science writing, they also outperformed in all areas of academic subjects. Finally, according to the findings, some suggestions for future study were proposed.