以認知師徒制觀點探討科展績優教師應用科學社團指導學生進行科學探究活動之個案研究

Abstract

以認知師徒制觀點探討科展績優教師 應用科學社團指導學生進行科學探究活動之個案研究

中文摘要 本研究主要是探討一位科展績優教師應用學校的科學社團，指導具有科學性向或興趣的國中學生進行科學探究活動的方略，並試圖以Collins, Brown,＆Newman（1989）所提出認知師徒制理想學習環境的架構來分析社團活動內容、教師教學的方法、課程設計的順序、科學社團的組織運作以及教師建構同時指導多組學生進行科展研究的歷程，最後並探討社團學生科學本質、對生物學的態度以及對社團學習環境的感受作為科展績優教師應用科學社團指導學生進行科學探究活動的成效分析。 研究對象為台北縣某一所國中的科學研究社社員以及社團指導教師。本研究為個案研究，研究工具包括半結構式訪談、開放式回饋問卷、文件檔案資料收集（包括社團札記、實驗日誌、科展進度表以及網頁討論區）、科學本質量表、對生物學的態度量表以及建構主義學習環境量表。 本研究主要的發現如下：1.個案教師應用科學社團指導學生進行科學探究，是實踐認知師徒制的科學學習；2.在科學社團中，個案教師建立多方資源網絡，有助於各種學習經驗的傳承；3.個案教師運用多樣化的課程內容，培養社團學生科學探究的能力4.個案教師建置社團網頁模組有助於科學社團中科學社群的多元互動；5.個案教師運用多元評量的方式能有效指導學生進行科展專題研究；6.個案教師實施複式編組合作學習，可以強化社團學生分工合作的能力；7.應用科學社團指導學生進行科學探究活動可促進學生形成正向的生物學態度；8.應用科學社團指導學生進行科學探究活動可以增進學生對科學本質的理解；9.應用科學社團指導學生進行科學探究活動能提供學生在社會建構主義的學習環境下，進行有意義的科學學習。根據本研究上述的結果可以具體提供學校的科學教師應用科學社團推動科學教育的參考。

Exploration of Cognitive Apprenticeship Perspectives in Case Study of a Science-Fair Awarded Teacher’s Application of Science Club to Instruct Students in Progress of Science Inquiry

Ying-Ching Ou

Abstract This study mainly investigates the strategies used by a science-fair awarded teacher to instruct junior high school students who have talents for science to do the scientific inquiry in the science club. Based on the framework of designing ideal learning environment from Cognitive Apprenticeship Perspectives developed by Collins, Brown, and Newman (1989), we first tried to analyze the contents of the club’s activities, the teaching methods, the sequencing of learning activites and the sociology in the club. Second, we tried to understand the processes the teacher simultaneously instructs multiple group students the science inquiry in a fair way. Finally, we discussed students’ implementation, their science nature 、their attitudes towards biology and their feelings towards the club’s learning environment. Thus, this study presents itself as an effect analysis of a science-fair awarded teacher’s application of science club to direct students in progress of science inquiry activities.

The subjects of this study are members of the science inquiry club including the students and the instructor as a junior high school teacher in Taipei County. The research is a case study. The case data was collected by semi-structure questionnaire interview, open feedback questionnaire, document information collections (including club diary, laboratory diary, science-fair schedule, and webpage discussion area), Science Nature Scale, Attitudes Towards Biology Scale (ATBS), and Constructivist Learning Environment Survey (CLES).

The main discoveries of this study are as following: 1. While the teacher of the case study was applying science club to guide students in progress of science inquiry, he indeed practiced Cognitive Apprenticeship in science learning; 2. In the science club, the teacher of the case study built up plenty of resources, thus helping the continuity of various learning experiences; 3. The teacher of the case study operated multi-content lessons to cultivate club student’s ability in science inquiry; 4. The teacher of the case study installed club homepage patterns, benefiting the multiple inter-action among science communities in the science club; 5. The teacher of the case study used multi-evaluation-scale to effectively guide students to do the research of special topics in science exhibition; 6.The teacher of the case study practiced Compound Organization Cooperation Learning to reinforce club student’s cooperating ability; 7. By conducting science club and instructing students to do science inquiry can encourage students to form positive attitude towards biology; 8. By conducting science club and instructing students to do science inquiry can strengthen student’s understanding of science nature; 9. By conducting science club and instructing students to do science inquiry can offer students a significant process of science studying under the Constructivist Learning Environment. According to the results this study stated above, it concretely provides school teachers of science a reference to advance science education by applying the establishment of science club.