親生物性資優生在自然觀察情境中表現之研究

Abstract

Wilson於1984年提出親生物性的概念，主張人們對於大自然有著與生俱來的親近力，會自然而然地想走進大自然裡，並且能從親近大自然的過程中激發各項能力的發展。本研究旨在探究五位親生物性資優生與五位一般資優生參與好野人資優方案三天兩夜自然觀察情境中的學習與能力展現。研究之重點在探究親生物性資優生與一般資優生三方面的表現：（一）自然觀察技能及工具使用狀況、（二）在觀察大自然的過程中所引發的思考表現、（三）因觀察大自然獲得靈感創作作品。本研究採質性研究法，以實地自然棲地觀察資優生的表現和訪談資優生與觀察教師為輔助，收集多元資料以探究親生物性資優生與一般資優生參與自然觀察課程的表現樣貌。 研究結果顯示，在自然觀察技能方面：親生物性資優生在一開始圍樣區觀察時能運用較多的五感觀察向度來探索樣區，一般資優生經過分享交流後在接下來寶物選取的觀察裡也漸漸增加其他的感官向度使用；在觀察工具的使用，親生物性資優生與一般資優生都會先試著使用每一樣工具，之後則是依照個人想觀察的方向挑選適用的工具輔助，不會每一樣工具都使用上。在思考歷程方面：親生物性資優生與一般資優生皆會在觀察自然的過程中運用課堂所學知識，分類自然物種、比較物種之間的相似與相異處、並能根據蒐集到的資料推論和分析現象背後的原因，然而由親生物性資優生會一直持續推論自然現象。在創意作品方面：本課程要求所有學生在課程結尾時，將自然觀察經驗化作藏寶地圖並提供寶物線索，讓另一組來進行尋寶；親生物性資優生較能靈活重組自己的觀察筆記，連結到自己較擅長的表達方式和生活經驗來設計藏寶地圖的形式，也多能善用自己的優勢轉化設計寶物的線索；一般資優生則常在經過討論後才有創作想法，也常參考親生物性資優生的點子來設計自己的寶物線索。 本研究並針對研究發現，提出未來教學與研究之建議。教師可運用本研究發展之課程與觀察工具，引發資優生進行大自然的觀察、探究和主動思考，並以大自然為創作的靈感來源，發揮個人的優勢能力。研究者可在本研究的基礎上，進一步發展親生物性及自然觀察的評量架構與真實評量工具，並與學生學習規劃結合。Wilson proposed the biophilia hypothesis in 1984, advocating that people have a natural affinity for nature, will have the urge to connect with nature, and from the process of close to nature to inspire the development of the ability. This study was to explore the learning and ability of five biophilic gifted students and five general gifted students to participate a three-day nature observation program by wildkids village. The focus of the study is to examine the performance of the biophilic gifted students and the general gifted students: (a) nature observation skills and the use of tools, (b) in the process of observing the nature of the thinking of the performance, (c) observe how the nature inspie creation works. In this study, we collected the multidimensional data to explore the performance of the biophilic gifted students and five general gifted students in the nature observation program. The results of the study show are following. In the observation of skills, biophilic gifted students in the beginning of the sampling area can be observed when the use of more sense of five dimensions to explore the sample area. After sharing, the general gifted students used more senses in next observation of their own treasure. In the use of observation tools, both biophilic gifted students and general gifted students tried each tool in the beginning. Then they select the appropriate tool to use with personal oberservation purpose, so not every tool would be used. In the process of thinking, biophilic gifted students and general gifted students used classroom knowledge to classify natural species, compare similarities and differences between species, and analyze the reasons behind the phenomenon based on the collected information.However, biophilic gifted students were more continued to infer the natural phenomenon. In the creative work, this program required all students using nature observation experience to make a treasure map and provide a clue to their own treasure at the end of the program for another group to hunt treasure. Biophilic gifted students were more flexible to reorganize their observation notes , and design the form of treasure map and clues by their ways of expression and life experience. ON the other hand, general gifted students created ideas by discussing or refering biophilic gifted students’ ideas. Basing on the study found that the proposed future teaching and research recommendations, teachers can use the research and development tools and observation tools of this research to induce the gifted students to observe, explore and take the initiative of nature, and use the nature as the source of inspiration to develop their own advantages. On the basis of this study, the researcher can further develop the evaluation structure and the real assessment tool of the biological and natural observation, and combine with the student learning plan.