文字鷹架對七年級學生科學解釋能力的影響

Abstract

本研究目的在探討使用文字鷹架對七年級學生學習科學解釋的影響，並且分析鷹架的褪除與科學解釋能力成長的關係。研究資料來自公立國民中學三個班級共87名學生，實施以學習單文字鷹架教學的科學解釋課程，課程實施時間為5週，三個班級使用的鷹架分別為（1）在三次活動中都接受完整文字敘述的學習單；（2）在第三次活動接受褪除部分文字敘述的學習單；（3）在第二和三次活動接受褪除部分文字敘述的學習單，最後，分析學生的科學解釋在分辨變因、提出主張、找出證據和推理解釋等分項能力上的成長情形。研究結果發現，找出證據和推理解釋對七年級學生而言是比較困難的科學解釋能力，學生無法將實驗資料作為與主張連結的證據，以進行符合邏輯推理的解釋，卻常以個人直觀經驗說明科學現象；經過科學解釋課程後，以找出證據的能力成長最明顯；持續的完整文字式鷹架教學對學生在學習提出主張的能力上幫助最大，過早褪除鷹架將會造成學習退步；而且不同學習成就學生的學習結果，以中成就學生在接受持續完整鷹架教學後，科學解釋能力進步最多。另外，亦發現學生對科學概念的理解與科學解釋的學習有關係。The purpose of this study is to explore the impacts of written scaffolds on the development of seventh graders’ scientific explanation skills. The data were collected from 87 seventh graders in three classes at a public junior high school. During 5 weeks, each class received one of the treatments: (1) continuous scaffolds involving detailed written instructional support on the worksheets in all three activities, (2) scaffolds faded in the third activity, and (3) scaffolds faded in the second and third activities. In addition, this study investigates four types of explanation skills in terms of students’ skills to differentiate the variables, to make a claim, to discover the evidences, and to describe the reasoning process. The results show that, first, the skills to discover the evidences and to describe the reasoning process were difficult to seventh-grade students. Some students could not use data as evidence to support their claims and usually explained the scientific events on the basis of their individual intuitive experiences. Second, analyses showed that the class with continuous scaffolds developed more competent explanation skills compared to the classes with faded scaffolding. Among the different achievement groups, middle achieving group improved the most in the skill to describe the reasoning process. Finally, the results also revealed that the students’ conceptual understanding was related to their learning of scientific explanations.