透過科學解釋架構輔助自我解釋對科學文本理解的影響-以靜電學為例 Exploring the effects of self-explanation with the aid of scientific explanation framework on comprehension of scientific texts - A case of the electrostatics

dc.contributor 顏妙璇 zh_TW
dc.contributor Yen, Miao-Hsuan en_US
dc.contributor.author 張維仁 zh_TW
dc.contributor.author Chang, Wei-Jen en_US
dc.date.accessioned 2022-06-08T02:37:41Z
dc.date.available 2022-02-11
dc.date.available 2022-06-08T02:37:41Z
dc.date.issued 2022
dc.description.abstract 自然現象發生的原因可透過科學解釋架構加以解釋,主要包括參與此現象的實體、其特性與所造成的活動等三要素。本研究想探討大學生閱讀靜電學科學文本並進行自我解釋時,透過科學解釋架構輔助,對靜電學科學文本的學習情況之影響以及受試者使用科學解釋架構中實體、特性與活動的情況。本研究的自變項為「科學解釋架構」,實驗分成兩個組別,兩組皆閱讀相同的科學文本「生活中的靜電現象」,並且透過自我解釋任務來進行學習活動,差異在於其中一組受試者的文本中有標示科學解釋架構中的實體、特性與活動(簡稱科學解釋組),另一組受試者的文本中則未標示(簡稱對照組)。受試者透過科學解釋架構的輔助,將會影響到受試者對科學解釋架構掌握程度,進而影響其自我解釋任務表現。最後,也會對科學解釋能力產生影響。因此本研究的應變項為「科學解釋架構掌握程度」、「自我解釋任務表現」以及「科學解釋能力」。本研究透過網路招募40位非理工科系的大學生做為研究對象,在實驗前先依照學測自然科成績,平均分配到科學解釋組與對照組,以利進行後續的實驗。研究結果顯示,大部分後測解釋表現,科學解釋組與對照組未達顯著,僅在應用題有達顯著差異,並且是對照組表現比科學解釋組好。實體、特性與活動的完整辨識比例上,可以看出辨識實體、特性與活動間的難易程度,實體最容易被辨識,活動次之,最後是特性,對學生而言特性是最難辨識的。自我解釋任務表現中,科學解釋組的表現較不理想,較難將文本內容的因果關係連結,由後續訪談得知,部分科學解釋組的學生對科學解釋架構感到疑惑,學生在進行任務的過程中,發現自己主觀判斷與文本內容標示不符時,會造成學生缺乏信心,顯示科學解釋架構是有一定的門檻,學生沒辦法短時間內理解或接受此架構的拆解。對於科學解釋架構的掌握程度,受試者間也存有一定的落差,將近一半的受試者能夠掌握三要素以及要素間的連結,但也有約四分之一的受試者面臨到障礙。本研究建議在進行科學解釋架構的教學時,透過一系列的課程來發展,經過長時間的教學與適應,使學生熟悉科學解釋架構並產生認同,期望學生能自主使用科學解釋架構並應用到日常生活中。 zh_TW
dc.description.abstract The underlying mechanism of natural phenomena could be explained through the scientific explanation framework, which mainly includes three components, namely, the entities involved in the phenomenon, the properties of these entities and the resulting activities. The purpose of this study was to explore the influence of self-explanation with the aid of scientific explanation framework on college students’ comprehension of texts about electrostatics. The independent variable of this study was"the aid of scientific explanation framework", with two conditions. Both groups of the students read the same scientific text "Electrostatics in Daily Life" and conducted learning activities through self-explanation tasks. The difference between the two groups was that one group (referred to as the scientific explanation group) read the scientific text with marks for entities, properties and activities, while the other group (referred to as the control group) read the unmarked version. With theassistance of the scientific explanation framework, degrees of students’ mastery of the scientific explanation framework would be affected, thereby affected the performance of the self-explaining task. It would also have an impact on the ability of scientific explanation. Therefore, the dependent variables of this study were"degrees of mastery of scientific explanation framework", "performance on self-explanation tasks", and "scientific explanation ability". In this study, 40 non-science or engineering college students were recruited through the Internet as the research participants. They were evenly assigned to the scientific explanation group and the control group according to their scores on the General Scholastic Ability Test (GSAT). The results of this study showed that, for the post-test explanation performance, significant differences between the scientific explanation group and the control group were only observed in application questions, in which the control group outperformed the scientific explanation group. From the proportion of entities, properties and activities mentioned in the scientific explanation tests, it was found that entities were the easiest component, followed by activities, and properties were the most difficult component. During the self-explaining task, the performance of the scientific explanation group was less than satisfactory, and it was difficult for them to connect the causal relationship within the text content. From the follow-up interviews, we learned that some students in the scientific explanation group were confused about the scientific explanation framework. Students’ confidence reduced when they found their subjective judgments did not match the marks of the scientific explanation components in the text. This results suggested that the scientific explanation framework is difficult to some extent. Students could not fully understand or accept this framework in a short time. Regarding the degrees of mastery of the scientific explanation framework, although nearly half of the students were able to master the three components and the connections among them, about a quarter of the subjects experienced difficulties.This study suggested that the instruction of the scientific explanation framework should be developed through a series of courses. After a long period of learning and adaptation, students would be familiar with the scientific explanation framework. It is expected that students can use the scientific explanation framework independently and spontaneously apply it in their daily life. en_US
dc.description.sponsorship 科學教育研究所 zh_TW
dc.identifier 60745011S-41120
dc.identifier.uri https://etds.lib.ntnu.edu.tw/thesis/detail/25d03c10ab32eb857f67a8a81525a88f/
dc.identifier.uri http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/116991
dc.language 中文
dc.subject 自我解釋 zh_TW
dc.subject 科學解釋架構 zh_TW
dc.subject 靜電學 zh_TW
dc.subject Self-explanation en_US
dc.subject Scientific explanation framework en_US
dc.subject Electrostatics en_US
dc.title 透過科學解釋架構輔助自我解釋對科學文本理解的影響-以靜電學為例 zh_TW
dc.title Exploring the effects of self-explanation with the aid of scientific explanation framework on comprehension of scientific texts - A case of the electrostatics en_US
dc.type 學術論文
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