寫作融入實驗活動 對國中學生的認知與情意影響之研究 ─以空氣單元為例

Abstract

本研究針對九年級學生，針對自然與生活科技領域之空氣單元進行寫作融入實驗活動教學設計，並探討寫作融入和未融入寫作之實驗活動教學方式對於學生在學習成就、科學學習動機以及科學相關態度上具有何種影響。 本研究對象為台中縣某國中九年級兩個班的學生，採用融入寫作學習單及未融入寫作學習單的方式，進行實驗活動教學。本研究為準實驗研究法，使用的研究工具包括：「寫作學習單」、「空氣單元學習成就測驗」及「科學學習情意量表」，探討其認知與情意的改變。本研究藉由寫作學習單融入進行實驗活動教學，結果發現：(一)學習單的圖解部份在實驗活動前預測階段呈現較為豐富，文字說明的部份則因寫作次數而更加穩定且具邏輯性。(二)進行實驗活動時融入寫作，可提昇學生在空氣單元的學習成就。(三)進行實驗活動時融入寫作，提昇學生在空氣單元的科學學習動機之立即成效不顯著。(四)進行實驗活動時融入寫作，可提昇學生在空氣單元的科學相關態度。The aim of this thesis is to design the worksheets of teaching material for laboratory instruction of Air unit in the Science and Living Technology learning area and to examine the effects of worksheets on promoting students’ learning effectiveness, learning motivation, and science-related attitudes. This quasi-experiment study selected two 9th grade classes of a junior high school in Taichung. The two classes were taught by the same science teacher, but by different laboratory teaching instruction. Devices including worksheets of scientific writing were designed and administered in different phases of the instruction, achievement test of Air unit and the Affective Learning of Science Questionnaire. The researcher analyzed the data to understand the cognitive and affective learning outcomes of students in different treatment. The outcomes indicated that: (1) The diagrams from Prediction phase delivered more information than those from the Observation and Manipulation phases. The quality of exposition part became more stable and logical in the later phases. (2) Embedding writing activities in laboratory instruction promotes the students’ achievement on the Air unit. (3) Embedding writing activities in laboratory instruction t does not promote the students’ learning motivation. (4) Embedding writing activities in laboratory instruction promotes the students’ attitudes related to the science on the Air unit.