以互動式歷史小故事與科學寫作活動促進學生理解科學概念與發展科學本質觀

Abstract

本研究旨在探討互動式歷史小故事及科學寫作活動融入自然與生活科技領域教學對於學生在科學概念的學習、迷思概念之澄清及科學本質觀之理解的響，並探究學生經由科學寫作活動所呈現之科學概念及科學本質觀之學習情形。本研究以準實驗研究法，比較學生在「互動式歷史小故事的教學」、「互動式歷史小故事與科學寫作活動的教學」以及「一般教學下」，學生於迷思概念的澄清及科學本質的學習情形。本研究採便利取樣選取國中七年級學童，共93位，以「科學本質問卷」及「人體血液循環系統二階層診斷式測驗」進行資料蒐集，並經由學生的寫作學習單內容，輔以半結構式晤談探究學生的血液循環概念及科學本質觀。之後運用SPSS 13.0進行平均數差異檢定中的配對樣本t檢定及單因子共變數分析處理試卷調查數據，並以研究者發展之血液循環及科學本質觀學習進程評量準則，將學生寫作學習單進行編碼評分，配合晤談資料進行彙整，交互比對後形成本研究之結論。 所得之研究結果為：（一）將科學寫作活動融入互動式歷史小故事的教學，可幫助學生澄清血液循環相關的迷思概念，尤以對於低分組（前測成績低於7.23分，前測滿分為18分）的學生影響為最；（二）實施互動式歷史小故事融入自然與生活科技教學，能幫助學生認識較符合當代的科學本質觀；（三）將科學寫作活動融入互動式歷史小故事的教學，可提升學生對於科學本質的認識；（四）本研究所發展之互動式歷史小故事教材及科學寫作活動學習單，有助於學生瞭解科學本質向度：「科學知識是可以被改變的」、「科學無法提供所有問題完整的解答」、「科學知識是邏輯和想像的混合體」以及「科學活動強調證據」。The purpose of this research is to examine the effect of integrating interactive historical vignettes (IHVs) and literacy activities into the “science and living technology” curriculum on studying scientific concepts, clarifying the misconceptions and developing views of nature of science, and to explore students’ improved scientific concepts and views of nature of science. This research used quasi-experimental design to compare students’ clarification of the misconceptions and views of nature of science in the “IHVs instruction”, “IHVs and literacy activities instruction”, and “the conventional instruction”. A total of 93 7th-grades students were invited to participate in this research through convenience sampling. The instruments used in quantitative research were the questionnaire of nature of science and the two-level diagnosis test for human circulation. The qualitative data included students’ writing worksheets, and interview transcription. Statistic analysis t-test and ANCOVA were conducted to analyze the quantitative data, and the writing worksheets were analyzed by the rubric of learning progression developing by researcher. The results of this research included: 1. Integrating literacy activity into IHVs instruction may help students clarify misconceptions about human circulation, especially to the students with low pre-test scores (the pre-test’s score was low than 7.23). 2. Integrating IHVs into the “science and living technology” curriculum may facilitate students in developing contemporary views of nature of science. 3. Integrating literacy activity into IHVs instruction may improve students’ views of nature of science. 4. The researcher-developed teaching materials about IHVs and literacy activities may help students develop views of nature of science in aspects of: (1) Scientific knowledge is subject to change with new observation and with the reinterpretations of existing observation; (2) Scientific knowledge is created from human imaginations and logical reasoning; (3) Science isn’t able to answer any questions completely; and (4) Scientific activities demand evidence.