結合顯性與隱性的教學活動改變國中學生科學知識論觀點之實驗研究

Abstract

過去改變學生的科學知識論觀點所運用的方法，可分為顯性與隱性兩種方法，顯性是指透過科學史哲等材料於教學過程，而隱性方法是指透過科學探究活動等方式以改變學生的科學知識論觀點。本研究旨在探討結合顯性與隱性兩種改變科學知識論觀點的教學方法實施後，對於國中學生的科學知識論觀點產生的改變，以及對學生的學習科學之策略產生的影響。 本研究採用實驗研究法之準實驗設計，研究對象為六十一位國中八年級學生，其中實驗組有三十一人，對照組有三十人。本研究對兩班學生的科學知識論觀點及學習科學的方法在將近三個月的實驗措施的前後，分對進行前後測。在實施科學知識論觀點的前後測，本研究以「科學知識論信念量表」、「科學觀點問卷」、「科學知識論觀點情境式問卷」及訪談等四項工具施測；而在學習科學的方法方面，研究者在實驗措施前後以訪談進行前後測各一次。 本研究的結果，在「科學知識論信念量表」與「科學觀點問卷」並沒有出現顯著差異。而在「科學知識論觀點情境式問卷」及訪談裡發現，經過結合顯性與隱性的教學活動之後，學生的科學知識論觀點會朝向建構主義的方向發展，同時其觀點也較為一致。在一般傳統的教活動後，部分學生的科學知識論觀點發生改變，其改變的情形有分別朝向建構主義與實證主義兩種方向兩極化發展的現象。由訪談結顯示，學生受到顯性教學活動的影響，對於科學是什麼，科學知識的產生與獲得，同一現象有不同的科學理論解釋，科學知識的特質等幾項問題，產生了更偏向建構主義的看法。而隱性的教學活動則更能促使學生將所學的科學知識應用於生活。同時在學習科學的方法上，結合顯性與隱性的教學活動也使得學生更願意採取與其他人討論，以及傾向監控自己學習活動或採取實驗的方法去學習新的事物等更多有意義的學習方法。 本研究的結果顯示顯性與隱性的教學活動，會影響學習者的科學知識論觀點。因此研究者建議未來的教學者仍然可以結合顯性與隱性的方法，發展更多的課程計畫或教學活動，以了解學習者的更多改變的可能性。

In the past, the ways of changing students’ the scientific epistemological views (SEVs) might be divided into either the “explicit” or “implicit” approach. The explicit approach refers to the usage of history of science in the teaching process, and the implicit approach refers to the utilization of science inquiry activities. The purpose of this study was mainly to investigate the effects of combining the explicit and implicit instruction of changing the junior high school students' SEVs and the students' learning strategies. This study was conducted with a quasi-experimental research design. The subjects were sixty-one eighth graders. Thirty-one students in one class were assigned to the combining explicit and implicit instruction group, while thirty students in another class were assigned to the traditional instruction group. The students’ SEVs and strategies of learning science were probed both before and after the research treatment, lasting about three months. The tools utilized at pre-test and post-test included “epistemological beliefs on science questionnaire”, ”SEVs questionnaire”, ”contextual questionnaire for SEV” and interviews. An interview was also conducted to assess students’ learning strategies of science both before and after the research treatment. Research findings revealed that there was no statistical difference between two groups after the research treatment on “epistemological beliefs on science questionnaire” and “SEVs questionnaire”. But both in the interviews and on “contextual questionnaire for SEV”, it reveled that the SEVs of the experimental group students were changed toward more constructivist-oriented, and at the same time their SEVs become more consistent. After the traditional instruction, some of the control group students had changed their SEVs toward either more constructivist or positivist. According to the interview results, it was found that students’ SEVs could be changed toward more constructivist by the explicit instruction, such as posing questions like: “what is science”, “how the scientific knowledge were created and acquired”, “why the identical phenomenon has different scientific theories to explain”, “what are the characteristics of scientific knowledge”. But the implicit instruction can promote the application of scientific knowledge into the real life. Meanwhile in the strategies of learning science, the combing explicit and implicit instruction also caused the students to be more willing to discuss with other peers, as well as develop the tendency of monitoring oneself learning activity, or adopt experimental approach to examine new things and events. This study revealed some evidence that the combination of explicit and implicit approaches might change the students’ SEVs. It is suggested that researchers can use both approaches to enhancing students’ SEVs, and develop more lesson plans or instructional activities to examine their potential.