科學本質教學模組對學童自然科學習影響之研究─以氣象故事為例

• Main Author: 吳仲謀
• Other Authors: 高慧蓮
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/17901619313220704459

碩士 === 國立屏東師範學院 === 數理教育研究所 === 91 === This study aimed to, mainly through action research, make knowledge of the practicability and difficulties of metrological story in the domain of “Science and Life-Technology” of primary school, and also to discuss the influence of metrological stories on children’s viewpoints of the nature of science, and teacher’s self-reflection and children’s growth during metrological story teaching. This study adopted qualitative and quantitative research methods in an attempt to obtain multiple opinions through classroom observation and situational records, document analysis and interviews as well as questionnaire collection data. The study found that: I. During the program teaching materials design: the researcher’s professional knowledge had been greatly growled. The teaching activity design, mainly taking children’s opinion into consideration, improved children’s interests in learning. II. Teacher-student growth: 1. The research could reflect himself for improving teaching methods. 2. The children could understand more about the nature of science. 3. Promote children’s interests in learning for establishing children’s confidence. III. Influence on grade-four students’ nature of science: 1. Obvious improvement was made in the nature of scientific knowledge, scientific inquiry and scientific enterprise through qualitative and quantitative data analysis, and questionnaire evaluation. 2. Verified by t-test on performance assessment of the pre- and post-test, the data indicated that among the five nature of science capability indicators, there were four items, which reached significant difference on the pre- and post-test. (Only 3-2-0-2 capability indicator items were not reach significant difference). During scientific story teaching, should encourage children to explain scientific stories with role playing ways, and improve children’s attention and communication expression abilities in teaching activities. Furthermore, the researcher suggested that students with different ages or in different areas should be taken as research objects to discuss study effects of scientific story teaching activities with different teaching methods or different subjects.