探討高中科學探究自選小組因素及友情分組對學習成效之影響

Abstract

本研究旨在探討學生自選小組的分組方式對科學探究活動的影響，包括學生自選小組成員因素與選組員的因素型態，以及學生依友情因素選組對學生學習過程和科學探究能力的影響。為達成研究目的，本研究採取了多種分析方法。首先，為了瞭解在科學探究活動中學生選擇小組成員的因素與選組員因素的型態，研究使用了問卷調查的方式。在科學探究活動開始前一週，教師引導學生進行自選分組，並在科學探究活動結束後一週進行學生自選小組成員因素問卷填答。結果顯示，學生在選擇小組成員時偏好與自己的朋友為一組，而在選擇組員時較少考慮自己與組員的文化背景；且透過K-means集群分析可將學生區分為普遍重視所有因素、偏重性別與友情考量、及未重視任何因素等三群。其次，為瞭解學生以友情因素為考量的自選分組對學生參與科學探究學習的影響，研究針對至少有一位非常重友情的「友情A」組、組員都普通重友情的「友情B」組與組員中有重友情、也有不重友情「混合」組，比較其於過程表現與學後成就的差異。結果顯示，三友情組針對個人意識、個人執行、小組意識、小組執行類型引導問題的回應品質有些差異，特別是「友情A」與「混和」組學生顯著高於「友情B」組。此外，「友情A」組學生的科學探究能力顯著高於「混合」組。本研究結果提供了對於學生自選小組成員因素、型態與影響的洞察，相關發現將可作為教師在科學探究教學實踐中的利用或參考。The purpose of this study was to investigate the effects of self-selection student grouping on scientific inquiry activities, including the factors involved in students' self-selection of group members and the patterns of factors involved in choosing group members, as well as the impacts of friendship-based grouping on students' learning process and scientific inquiry abilities. In order to achieve the objectives of the study, several methods of analysis were adopted. First, a questionnaire survey was used in order to understand the factors involved in students' self-selection of group members and the patterns of factors involved in choosing group members during the scientific inquiry activity. One week before the beginning of the scientific inquiry activity, the teacher guided students to self-select their groups, and one week after the end of the scientific inquiry activity, the questionnaire on the factors involved in students' self-selection of group members was completed. The results showed that students preferred to group with their friends and were less likely to consider their own cultural background and that of their group members when choosing group members. Using K-means cluster analysis, students were divided into three categories: those who generally valued all factors, those who valued gender and friendship, and those who valued none of the factors. Next, to understand the impact of friendship-based self-selection grouping on students' participation in scientific inquiry learning, the study compared the differences in process performance and postschool achievement of the "Friendship A" group, which had at least one highly friendship-oriented member, the "Friendship B" group, which had all members who were generally friendship-oriented, and the "Mixed" group, which had both friendship-oriented and non-friendship-oriented group members. The results showed that there were some differences in the quality of responses to the guiding questions on individual awareness, individual implementation, group awareness, and group implementation among students in the three friendship groups, and in particular, the response quality of students in the Friendship A and Mixed groups was significantly higher than that of students in the Friendship B group. In addition, students in the Friendship A group had significantly higher scientific inquiry skills than students in the Mixed group. The results of this study provide insights into the factors, patterns, and effects of students' independent selection of group members, and the conclusions can be used or referred to by teachers in their science inquiry classroom practice.