探究與實作課程─「螺旋結構繞射」設計與研究

Abstract

本研究為設計探究與實作課程─「螺旋結構繞射」，並探討此課程對學生的科學探究能力以及科學態度成長的影響情況。課程內容依照國家教育研究院於2017年訂定之「106年6月第四版本十二年國民基本教育課程綱要自然科學領域課程手冊(初稿)」安排。教學模式主以專題式教學模式進行，輔以Google classroom和Google搜尋引擎，並以引導式層級進行科學探究。本研究實施於台北某市立高級中學高一學生，學生學習內容包含一學期之基礎物理課程或螺旋結構繞射課程。依照學生之課程分為：自然興趣基礎物理組，自然興趣探究與實作教學兩個組別。 分析結果顯示：(1)探究與實作教學對學生的科學探究能力影響效果高於傳統教學，但是於「分析與發現」向度不如預期。(2)在科學態度部分學生的成長情形亦是探究與實作教學高於傳統教學，但是於「客觀性」向度不如預期。 本研究證明為期一學期之螺旋結構繞射課程，可以更佳的提升學習者科學探究能力與科學態度，並且在探討過程中亦證明自然興趣學生與非自然興趣學生經由一學期的自然科學相關課程學習後，成效亦有差異。但是，學生於先備知識不足的情況下進行成果相互檢核、解釋現象的時候，易有產生錯誤結論或是無法得出結論之情況。教師可以考量授課的時數，安排探究與實作課程所營造的學習環境，嘗試藉此提升學生的學習效果。This study design an inquiry and practical course of “Diffraction by Helical Structure” to see the influences on high school students’ scientific inquiry abilities and scientific attitudes. The course is arranged according to the first draft of Science Curriculum Guidelines of 12-Year Basic Education (4th Edition, June, 2017) which is published in 2017 by National Academy for Educational Research (NAER). Project-Based-Learning and Guided-inquiry learning is adopted to this research. Google classroom and Google search Engine is also used to support the lecture and help students’ learning. This research is conducted for freshman in one of senior high school in Taipei. The designed course of “Diffraction by Helical Structure” is implanted to a test group of students who didn’t take the basic required physics course. The students of comparison group were taking basic required physics course without taking the designed course of “Diffraction by Helical Structure” The results show that: (1) the scientific inquiry ability of the test group is more effective than comparison group, but the ability of “analysis and discovery” is beyond the expectation. (2) The average growth of the scientific attitude of test group is higher than comparison group but the ability of “objectivity” is also beyond the expectation. This study demonstrates that one-semester course of “Diffraction by Helical Structure” can improve more effectively on the learner’s scientific inquiry abilities and scientific attitudes. After one-semester, there is a significant difference between test group and comparison group. However, for the test group, students did not have enough background knowledge of sound, therefore the “analysis and discovery” of test group is lower than comparison group.