國小六年級學生對於科學探究本質之認識

楊家驊

doi:10.6345/NTNU202300062

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国小六年级学生对於科学探究本质之认识

Sixth Graders' Understandings of the Nature of Scientific Inquiry

杨家骅 , 硕士　　导师：刘湘瑶　　

繁体中文 DOI： 10.6345/NTNU202300062

科学探究；科学探究本质；自然科学领域； Scientific Inquiry ； Nature of Scientific Inquiry ； Domain of Natural Science

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摘要 │ 参考文献 (85) │ 国际计量

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The purpose of this study is to explore sixth-grade elementary school students' understandings of the nature of scientific inquiry. An adapted version of the Views about Scientific Inquiry (VASI) questionnaire was used as the research instrument to examine students' conceptions of each scientific inquiry. The Views about Scientific Inquiry (VASI) questionnaire was developed by Lederman et al. (2014), which established eight essential aspects of scientific inquiry that students need. This research was divided into two parts. First, the questionnaire with open-ended questions was administered to 211 sixth-grade elementary school students. Based on the preliminary analysis of the questionnaire responses, the participants were purposefully selected for the second part of the research. Next, a semi-structured interview was conducted based on the participant's answer to the questionnaire to clarify the participants' conceptions. The findings contribute to discovering vague concepts students have on the nature of scientific inquiry and enabling teachers to modify their teaching. Among the eight aspects of the nature of scientific inquiry. In modifying the questionnaire, the starting point is to be close to the living situation of the sixth grade students in elementary school. For example, the researcher observed that the students usually have the habit of brewing hot cocoa, so they changed the situation of tires in the questionnaire to brewing hot drinks, so that students can answer the questions There are more vibes. students’ views of the aspect of “Research conclusions must be consistent with the data collected” are relatively mature, with the distribution ratio of 38% informed, 37% mixed and 24% naïve. Their views on the aspect of "Explanations are developed from a combination of collected data and what is already known" are relatively immature, with the distribution ratio of 14% informed, 41% mixed and 44% naïve. And "There is no single set and sequence of steps followed in all scientific investigations (i.e., there is no single scientific method)" are relatively immature, with the distribution ratio of 10% informed, 45% mixed and 44% naïve. Furthermore, the research discovered that gender difference only appears in “Inquiry procedures are guided by the question asked” and “All scientists performing the same procedures may not get the same conclusions”, and females are more mature than males. Upon reviewing textbook under 108 Curriculum Guidelines, most textbooks depict fixed procedure for scientific research, which matches the findings that most students’ viewpoints were mixed or naïve. This research intends to criticize the units in current science textbooks that focus mainly on the hypothetic-deductive method of scientific experiments. It also suggests that science teachers should incorporate view about science inquiry in science teaching and improve their own understandings about the nature of scientific inquiry and abilities to teach it through professional development.

参考文献 ( 85 ) 〈TOP〉

洪振方(2010)。思考导向的探究式学习对国二学生科学探究能力的影响。科学教育学刊，18(5)，389-415。
连结：
王静如，周金燕，蔡瑞芬(2006)。国小教师科学教学基准系列报导 (二) 科学本质与科学探究。屏东教大科学教育，（23），3-17。
中华人民共和国教育部（2017）。义务教育小学科学课程标准。上网日期:2022年 10 月 15 日，http://www.moe.gov.cn/srcsite/A26/s8001/201702/t20170215_296305.html。
江惠真(2017)。论产业和大学的教育分工。台湾教育评论月刊， 6(8)， 23-25
李骥，邱美虹(2019)。NGSS 和 12 年国民基本教育中探究, 实作和建模的比较与分析。科学教育月刊，(421)，19-31。

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使用DOI作为永久连结

引用含有DOI的文献

DOI可强化引用精确性、增强学术圈连结，并给予使用者跨平台的良好使用经验，目前在全世界已有超过五千万个对象申请DOI。 如想对DOI的使用与概念有进一步了解，请参考 （ ） 。

DOI可强化引用精确性、增强学术圈连结，并给予使用者跨平台的良好使用经验，目前在全世界已有超过五千万个对象申请DOI。如想对DOI的使用与概念有进一步了解，请参考（）。