試行融入式圖像評量對七年級學生分類概念學習之研究

Abstract

本研究期將評量融入教學之中，並配合生物分類課程的特性，以圖像為評量形式，探討融入式圖像評量對於學生學習生物分類概念改變的幫助。 本研究對象為台北市某國中七年級三個班的學生，班級人數一班約為32人，各班設計不同的評量融入課室的方式。本研究為準實驗研究法，使用分類二段式評量為前後測，並加入「國中學生對自然與生活科技科評量知覺問卷」，探討其情意的改變，並晤談各班高中低成就的學生各一位。並以STAM-Sci紀錄教學過程。 此研究藉由融入式的教學評量，將圖像評量運用在課室教學，結果發現：（一）使用融入式圖像評量，能協助學生分類概念的學習；（二）利用圖像評量融入課室教學的成效，比未使用圖像評量的教學成效來得好；（三）融入式圖像評量對於不同成就的學生，在短時間內無法觀察出其中的差異。Embedded assessment has been suggested to be effective in promoting quality teaching. The seamless boundary between teaching and assessment in terms of the content, format and approach as well as the emphasized function of applying assessment on probing students’ understanding and directing teaching decisions characterize embedded assessment. This study aims to explore the effects of applying embedded pictorial assessment on students’ concept construction. Researcher adopted the quasi-experiment method for this study by selecting one 7th graders student from three classes of a junior high school in Taipei County. The three classes had the same English teacher, but used different assessment method. Researcher analyzed the “Classification diagnostic test” to understand the learning outcomes of each treatment, and analyzed the “Student's Perceptions Towards Biology Assessment Scale” to understand the perceptions towards assessment of students in different treatment. In addition, the teacher’s teaching style was coded by STAM-Sci scale. The outcomes show the: (1) Using embedded pictorial assessment can help students to learn classification concept. (2) The teaching effects is better in the class using embedded pictorial assessment than using traditions assessment. (3) The learning effect to students in different level can not be present the variation in just two weeks.