探討認知提示鷹架對國中七年級學生的生物概念學習與科學解釋能力之影響

Abstract

本研究旨在探討提供「認知提示鷹架結合科學解釋鷹架」 或「僅採用科學解釋鷹架」，對七年級學生在生物課程的概念成效與科學解釋能力的影響。研究對象為桃竹苗地區兩所國中七年級學生一共120人。提示組接受認知提示鷹架結合科學解釋鷹架進行六個單元的生物探究和科學解釋活動，對照組進行生物探究和科學解釋活動時則僅接受科學解釋鷹架，藉此比較兩組在概念成效測驗的表現，以及科學解釋能力的整體、主張、證據、支持的表現。本研究更進一步將提示組依照概念成效測驗前測表現分成高分組與低分組，探討認知提示鷹架對提升高分組與低分組在科學解釋能力的「整體」、「主張」、「證據」、「支持」表現之效果。 研究結果顯示，在概念學習成效上，接受「認知提示鷹架與科學解釋鷹架」的提示組表現優於單純接受提供「科學解釋鷹架」的對照組，且經多次練習後，提示組在單元四及單元五概念學習成效優於對照組並達顯著差異。在科學解釋能力表現上，相較於對照組，接受認知提示鷹架與科學解釋鷹架的提示組於科學解釋「整體」、「證據」、「支持」能力三方面的表現均有持續成長且具有顯著較佳的成效，唯對提升主張能效果不顯著。而融入認知提示鷹架有助於概念成效測驗前測分數高分組、低分組提升科學解釋整體、證據和支持能力，且於課程中期與後期成長趨勢一致。本研究顯示，接受認知提示鷹架，對七年級生物課程能夠產生較好的概念學習成效及有助於科學解釋「整體」、「證據」、「支持」能力的提升。

This study compared the effect of “incorporating cognitive prompts with scientific explanation scaffolds” versus “using scientific explanation scaffolds only” on enhancing the 7th graders’ biology conceptions and scientific explanation ability. Participants consisted of four classes of the 7th graders (n=120) recruited from the Northen Taiwan. Two classes of the students received cognitive prompts and scientific explanation scaffolds while underwent six inquiry activities to generate a scientific explanation. The only difference between the cognitive prompt group and the control one was that the two classes of the control group received only the scientific explanation scaffolds without the cognitive prompts. Performance of the two groups were compared based on their scores of a biology concept test and quality of their scientific explanation including scores of “claim”, “evidence”, “reasoning”, and “overall quality”. The effect of cognitive prompts on students with high and low score of the biology concept pre-test was examined as well. The results show that, with more practices, the cognitive prompt group outperformed their counter part on biology conceptual understanding at units 4 and 5. In terms of scientific explanations, the cognitive prompt group showed a continuous growth and outperformed the control group on “evidence”, “reasoning”, and “overall quality”, except for quality of “claim”. Among the students received the cognitive prompts, both high and low prior conception groups showed a continuous improvement on quality of “evidence”, “reasoning”, and “overall quality”. The findings of the study showed that incorporating cognitive prompts into scientific explanation scaffolds enhances learners’ conceptual understanding and their quality of scientific explanation, especially “evidence”, “reasoning”, and “overall quality”.