以溝通式教學策略發展國中科學課堂裡的探究式對話之行動研究

Abstract

本研究中在探究5E教學模式下，如何運用溝通式教學策略發展科學課室中探究式對話。本研究探討以下研究問題：（一）教師如何在探究教學歷程中，運用溝通式教學策略以發展科學課堂中的探究式對話。（二）教師在實施歷程中面臨的困境與因應之道。本研究為行動研究，研究參與者為研究者任教之北部某國中八年級某班學生。為了發展課室中的探究式對話，研究者以5E教學模式結合溝通式教學策略為理論基礎，設計共 20節教學方案，單元內容包含理化科波動及光學。接著，由研究者進行六週的教學，過程中研究者每週進行探討與修正，包含分析資料並與協同研究者討論、反思來調整已實施的教學方案並檢視後續的教學策略設計。本研究發現包含： (一) 在教師教學層面，可根據單元性質、5E探究歷程各階段之教學目的，以及當下的情形作策略選擇，在合適的時機發展學生的探究對話。 (二) 在學生學習層面，教師運用「多種聲音、多種想法」的溝通式教學策略能提供學生大量發展探究對話，培養與教師及同儕進行對話之能力，也可以在課堂後延伸探索。 (三) 為讓學生協同探究時能更投入於探索，教師應提高挑戰。學生若具體瞭解學習任務及目標，便能透過探究對話與同儕協作處理更高層次的挑戰而獲得成就感，持續其學習動機。 (四) 教師實施時，除了課程的充分設計，也需進行學習者評估，讓學生有足夠時間去理解彼此的想法。透過溝通進行更高複雜性探索，因此教師在時間及方法上應保留調整空間。 (五) 反思能夠幫助學生檢視自我學習，也藉機讓學生理解分組學習的意義——在科學對話中，透過與他人協作可獲得更多能力以處理更高的挑戰，也增加學習的擁有感。根據結果，本研究建議：針對科學教學，探究式對話課程能夠讓學生透過參與發現自己的潛能，而科學探究的學習方法也能培養學生的科學精神。針對相關領域之研究者，首先，初始研究設計應選擇核心概念，保留彈性調整的空間。第二，質性資料應隨時保持於蒐集與分析並進，才能持續修正教學。第三，針對特定學生進行長期的研究，探討對話在學生端的發展歷程。期許學生們長期在科學教師們共同發展探究對話的歷程中，能夠培養獨立思考、協同合作的科學素養，以增進自然科學學習的能力，且能回應真實世界中所遇之科學問題。而針對現場初任教師，首先，要讓自己追隨著心流狀態，逐漸增加挑戰、增進探究教學能力；莫急於一時，一次只做一件事。第二，透過與他人分享教學故事，可以獲得更有意義的反思與發現。

In this research, under the context of the 5E instructional model, the communicative approaches are used as the main theoretical basis to develop discourse of inquiry in science class. According to the research purpose, two research questions are extended to explore: (1) The ways teachers use communicative approaches to develop discourse of inquiry in science classrooms in the process of inquiry teaching. (2) The difficulties encountered by teachers and the ways to respond during implementation.This research adopts action research, and the research participants are eighth-grade students in a junior high school in northern Taiwan. To research the scientific discourse of inquiry, a total of 20 lessons were designed, including wave and optics in physics. The study lasted for six weeks. During the process, I weekly analyzed the data, reflected and discussed with the co-researcher, adjusted teaching strategies, and revised the lesson plans. Findings from this study include: (1) Regardingteaching, the teacher's communicative approaches can be selected according to the nature of the unit, the teaching purpose of each stage of the 5E inquiry process, and the current situation; students' inquiry dialogue can be developed at an appropriate time. (2) Regarding students' learning, the “multiple voices, multiple ideas” communicative approach provides students with many developmental inquiry dialogues. Students develop the ability to communicate with teachers and peers from the surface to a deep level, andcan also extend their exploration through “open inquiry”.(3) To allow students to be more engaged in exploring science, teachers should raise the level of challenges. If students have a detailed understanding of the learning tasks and goals, they will be able to deal with higher-level of challenges through inquiry dialogue and peer collaboration, gain a sense of achievement, reach the flow state, and maintain their motivation to science learning.(4) When the teaching is implemented, in addition to the complete design of the course, it is also necessary to consider students’ learning conditions. Students should have enough time to understand each other’s ideas and obtain higher-level and complex scientific explorations through communication. There should be room for adjustments to time and method.(5) Reflection can help students examine their learning conditions, and also take the opportunity to help students understand the meaning of group learning. In scientific discourse, students can help each other gain more ability to deal with higher tasks and challenges through group collaborative learning, and they can also increase their ownership of learning.This research also has some suggestions: For science teaching, the inquiry-based discourse enables students to discover their potential, and the learning method of scientific inquiry based on evidence can also cultivate students' scientific spirit and contribute to their career development. For researchers in related fields, first, the core concepts should be selected in the initial design, and should leave room for flexible adjustment. Second, qualitative data should be collected and analyzedat the same time, so that teaching can be continuously revised. Third, conduct long-term research on specific students to explore the development of dialogue from the students' perspectives. For teachers, let yourself follow the flow state, gradually increase the challenge and improve the ability of inquiry teaching. Do not be in a hurry, just do one thing at a time. Second, by sharing teaching stories with others, more meaningful reflection and discovery can be obtained.

This is a bright future vision that students will be able to develop independent thinking, collaboration, to enhance students' ability to learn natural sciences and respond to scientific problemsencountered in the real world.