網路化科學推理學習對國小學生燃燒概念重建與推理能力提昇之影響

Abstract

本研究結合雙重情境學習模式(DSLM)、科學推理( Scientific reasoning)和網路學習(Web learning)的理論，建構發展「燃燒」完整教學單元的網路化學習課程。並探討不同教學模式(結合科學推理之網路化DSLM和一般傳統教學模式)、不同自然與生活科技學業成就(學業成就高分組及低分組)及不同科學推理能力(具體運思前期、具體運思後期及轉變期)對燃燒概念建構與改變、科學推理能力提升的影響。 研究對象為國小六年級學生共二班62人，分成實驗與對照兩組以不同教學模式，六週的時間進行「燃燒」單元的教學。第一部分對單元成就測驗、主題相依測驗和科學推理測驗，分別進行三因子多變量變異數分析(3-factor MANCOVA)以比較兩組學生在概念重建及運用科學推理的差異情形。第二部分另外在教學前、教學後、教學結束六週後各選取6名實驗與對照組的學生進行晤談，並使用語意流程圖(flow map)進行敘述性及推論性統計分析，以比較兩組學生在教學前後的概念狀態及解釋理由時所運用的科學推理層級的差異。第三部分就實驗組在網路互動式學習歷程，深入分析學生概念重建及推理能力進步的情形。 第一部分的研究結果顯示不同的教學模式在「燃燒單元成就測驗」、「燃燒單元主題相依推理測驗」和「科學推理測驗」均達顯著差異，實驗組在燃燒單元的學習成效以及學習保留效果均優於對照組學生。 第二部分的結果顯示實驗組學生在概念數及正確概念得分均高於對照組；在科學推理方面，和對照組所運用的主要推理類別「概述」(Generativity, G)相較，實驗組的學生在教學後能夠運用如「精緻化」(Elaboration, EL)，「判斷」(Justification, J)，甚至「解釋」(Explanation, EX)等較高層級的推理技巧類別。 第三部分的結果顯示各單元學習事件其概念建構成功的比例平均約為50%~100%，轉變期和高學業成就的學生表現出較佳的學習保留效果，低學業和具體運思前期的學生則表現出較高的概念改變成功比例。從進步、維持、退步三個類別進行推理改變的分析、在本課程中學生的推理層級進步或維持的比例平均可達85.6%。

The design of this research was based on the theories of Dual Situated Learning Model (DSLM), scientific reasoning and web-based learning. A serial of lessons about “combustion” for elementary students was developed based on the above theories. The purpose of this study was to investigate the effects of the instructional approach (the web-based lesson incorporating with DSLM and scientific reasoning theories and the conventional), the level of academic achievement in science (high achievers and low achievers) and the stage of scientific reasoning ability (pre-concrete operational, post-concrete operational, and transitional) on the construction of concepts involving combustion and on the promoting of reasoning ability. Sixty-two elementary students (2 classes) participated in the study. One class, the experiment group, received the web-based scientific reasoning lessons for 6 weeks, and the other class, the control group, received the traditional lessons for the same period of time. The data analyses comprised three major parts. In the first part, the differences of conceptual construction and reasoning between the experimental and control group was compared. This was achieved by the MANCOVA results of the pre- post- and retention test scores of the Combustion Cognitive Achievement Test, the Reasoning Test of Combustion, and the Scientific Reasoning Test. In the second part, the interviews conducted before, immediate and six weeks respectively after the intervention were analyzed to compare the differences of conceptual construction and reasoning between the experimental and control group. In the third part, the conceptual construction and reasoning development of the experimental group was examined with the data collected during the learning activities of the web-based lessons. The MANCOVA results revealed the experimental group students significantly outperformed the control group students, regardless of their initial levels of academic achievement in science (high achievers, middle achievers or low achievers) or their stage of scientific reasoning ability (pre-concrete operational, post-concrete operational, transitional), in the results of the Combustion Cognitive Achievement Test, the Reasoning Test of Combustion, and the Scientific Reasoning Test. In addition, the test scores evidenced that there was a better immediate effect and also a superior retaining effect on the experimental group. The interview transcripts were analyzed with the flow map method. The statistical analysis results revealed that the experimental group had a significantly better performance than the control group in the quantity of conceptual change and the scores of correct concepts in most questions. Moreover, the experimental group demonstrated significantly higher levels of scientific reasoning skill (Elaboration, Justification and Explanation) than the control group (Generativity). The analysis of the data collected during the experimental group’s learning process, indicated that the average successful conceptual change rate ranged from 50% to 100%, and there was a percentage higher than 80% that the students’ reasoning skill was improved or sustained after each learning event. The above findings support that the web-based lessons incorporating with the DSLM and scientific reasoning theories are effective to enhance students’ construction of scientific concepts, to facilitate conceptual change, and to promote developing reasoning skills.