國小學生的生物腐化想法與科學教室環境知覺關係之研究

Elementary Students' Conceptions of Decay and Perceptions of Science Classroom Environment

10.6173/CJSE.2005.1303.01

游淑媚(Shu-Mey Yu)；林淑芳(Sue-Fun Lin)

生物腐化 ； 科學教室 ； 想法 ； 教室環境 ； 環境知覺 ； Decay ； Science Classroom ； Conceptions ； Classroom Environment ； Perceptions of Environment

科學教育學刊

13卷3期（2005 / 09 / 01）

241 - 262

繁體中文

本研究目的在探討國小不同年級學生的生物腐化想法與科學教室環境知覺的關係。本研究應用「生物腐化診斷工具」以及「科學教室環境量表(WIHIC)」探討台灣中部地區小四、小六（學前）及小六（學後）共十二班學生於不同班級環境型式：「同儕互動積極」與「各層面發展均衡」中的生物腐化想法與科學教室環境知覺之相關情形。研究結果顯示：(1)各年級學生在不同班級環境型式中的生物腐化想法之分布趨勢有些差異。(2)各年級學生的生物腐化想法與科學教室環境知覺的顯著相關情形與班級環境型式有關。在「同儕互動積極」環境型式的小四學生持「自然因素」類型與「學生團結」教室環境知覺顯著相關；小六（學後）學生持「生物消費」類型與「學生團結」、「合作」、「教師支持」、「平等」及「工作取向」教室環境知覺顯著相關。在「各層面發展均衡」環境型式的小六（學前）學生持「物理因素」及「分解者生物因素」類型與「平等」及「工作取向」教室環境知覺顯著相關；小六（學後）學生持「分解者生物因素」類型與「學生參與」教室環境知覺顯著相關。最後，本研究對國小學生的生物腐化教學及未來研究提供相關建議。

The purpose of this study was to determine the correlation between conceptions of decay and perceptions of science classroom environment in different grades of elementary students. This study employed the conceptions of decay diagnostic instrument and What is Happening in This Class (WIHIC) to investigate grade 4-6 elementary students' conceptions of decay and perceptions of science classroom environment in the classroom environment of 'positive peer interaction' and 'balanced development' in middle Taiwan. Students' conceptions of decay were analyzed in different classroom environments. Pearson's product-moment correlation was used. Results indicated that: (1) the distribution of students' conceptions of decay in different classroom environments was different. (2) In the 'positive peer interaction' classroom environment fourth graders' conceptions of 'natural phenomena' had a significant correlation with 'student cohesiveness'. For sixth graders who had been studying the concept of ecology the conception of 'being eaten by animals' was significantly correlated with 'student cohesiveness', 'cooperation', 'teacher support', 'equity', and 'task orientation'. In the 'balanced development' classroom environment sixth graders who hadn't studied the concept of ecology the conception of 'physical factors' and 'decompose' was significantly correlated with 'equity', and 'task orientation'. For sixth graders who had been studied the concept of ecology the conception of 'decompose' was significantly correlated with 'student involvement'. Implications of these results for both teaching and research in conceptions of decay were discussed.

1. 李旻憲、張俊彥(2004)。地球科學教室學習環境問卷之研發與初探。科學教育學刊，12(4)，421-443。
   連結：
2. 莊雪芳、鄭湧涇(2003)。對生物學的態度與學習環境。科學教育學刊，11(2)，171-194。
   連結：
3. 黃台珠、Aldridge, J. M.、Fraser, B. J.(1998)。台灣和西澳科學科學教室環境的跨國研究：結合質性與量的研究方法。科學教育學刊，6(4)，343-362。
   連結：
4. 楊榮祥、Fraser, B. J.(1998)。台灣和西澳科學科學教室環境的合作研究：研究架構、方法及對台灣科學教育的啟思。科學教育學刊，6(4)，325-342。
   連結：
5. Alvermann, D. E.,Phelps, S. F.(2002).Content reading and literacy: Succeeding in today`s diverse classroom.Boston:Allyn and Bacon.
6. Beeth, M. E.(1993).Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Atlanta.Georgia, U. S. A.:ERIC Document Reproduction Services.
7. Beeth, M. E.(1999).Learning goals in an exemplary science teacher`s practice: Cognitive and social factors in teaching for conceptual change.Science Education,83(6),738-760.
8. Beeth, M. E.(1998).Teaching science in fifth grade: Instructional goals that support conceptual change.Journal of Research in Science Teaching,35(10),1091-1101.
9. Duit, R.,Treagust, D. F.(2003).Conceptual change: A powerful framework for improving science teaching and learning.International Journal of Science Education,25(6),671-688.
10. Fraser, B. J.,Gabel, D. (Ed.)(1994).Handbook of research on science teaching and learning.New York:Macmillan.
11. Fraser, B. J.,K. G. Tobin (Eds.)(1998).International Handbook of science education.Boston:Kluwer Academic.
12. Gilbert, J. K.,Pope, M. L.(1986).Small group discussions about conceptions in science: A case study.Research in Science and Technological Education,4(1),61-76.
13. Hogan, K.,Fisherkeller, J.(1996).Representing students` thinking about nutrient cycling in ecosystems: Bidimensional coding of a complex topic.Journal of Research in Science Teaching,33(9),941-970.
14. Howe, A. C.(1996).Development of science concepts within a Vygotskian framework.Science Education,80(1),35-51.
15. Huffman, D.,Lawrenz, M.,Minger, M.(1997).Within-class analysis of ninth-grade science students` perceptions of the learning environment.Journal of Research in Science Teaching,34(8),791-804.
16. Jarvis, T.,L. H. Parker,L. J. Rennie,B. J. Fraser (Eds.)(1996).Gender, science, and mathematics: shortening the shadow.Boston:Kluwer Academic.
17. Kahle, J. B.,Meece, J.,D. L. Gabel (Eds.)(1994).Research on gender issues in the classroom.Handbook of research in science teaching and learning,542-554.
18. Leach, J.,Driver, R.,Scott, P.,Wood-Robinson, C.(1996).Children`s ideas about ecology 2: Ideas found in children aged 5-16 about the cycling of matter.International Journal of Science Education,18(1),19-34.
19. Lederman, N.(1984).Paper presented at the Annual Meeting of the National Association for research in science teaching, Atlanta.ERIC Document Reproduction Services.
20. Nolen, S. B.(2003).Learning environment, motivation, and achievement in high school science.Journal of Research in Science Teaching,40(4),347-368.
21. Parker, L. H.,Rennie, L. F.(2002).Teachers` implementation of gender-inclusive instructional strategies in single-sex and mixed-sex science classrooms.International Journal of Science Education,24(9),881-897.
22. Pintrich, P. R.,Marx, R. W.,Boyle, R. A.(1993).Beyond cold conceptual change: The role of motivation beliefs and classroom contextual factors in the process of conceptual change.Review of Educational Research,63,167-199.
23. Pizzini, E. L.,Shepardson, D. P.(1992).A comparison of classroom dynamics of a problem-solving and traditional laboratory model of instruction using path analysis.Journal of Research in Science Teaching,29(3),243-258.
24. Reiner, M.,Eilam, B.(2001).Conceptual classroom environment-a system view of learning.International Journal of Science Education,23(6),551-568.
25. Schnotz, W.,Preuß, A.,W. Schnotz,S. Vosniadou,M. Carretero (Eds.)(1999).New perspectives on conceptual change.New York:Pergamon.
26. Sequeira, M.,Freitas, M.(1986).Paper presented at the Annual Meeting of the Association for Teacher Education in Europe.Toulouse, France:
27. She, H. C.(1999).Students` knowledge construction in small groups in the seventh grade biology laboratory: Verbal communication and physical engagement.International Journal of Science Education,21(10),1051-1066.
28. Sinatra, G. M.,M. Limo´n,L. Mason (Eds.)(2002).Reconsidering conceptual change: Issues in theory and practice.Dordrecht, The Netherlands:Kluwer.
29. Sinatra, G. M.,Pintrich, P. R. (Eds.)(2003).Intentional conceptual change.Mahwah, NJ:Erlbaum.
30. Smith, E. L.,Anderson, C. W.(1986).Paper presented at the Annual Meeting of the National Association for Research in Science Teaching.San Francisco, CA:
31. Stark, R.,Gray, D.(1999).Gender preferences in learning science.International Journal of Science Education,21(6),633-643.
32. Venville, G.(2004).Young children learning about living things: A case study of conceptual change from ontological and social perspectives.Journal of Research on Science Teaching,41(5),449-480.
33. Venville, G.,Treagust, D. F.(1998).Exploring conceptual change in genetics using a multidimensional interpretive framework.Journal of Research in Science Teaching,35,1031-1055.
34. Wandersee, J. H.,Mintzes, J. J.,Novak, J. D.,D. L. Gabel (Eds.)(1994).Handbook of research on science teaching and learning.New York:Macmillan Publishing Company.
35. Wood-Robinson, C.,S. M. Glynn,R. Duit (Eds.)(1995).Learning science in the schools; Research reforming practice.New Jersey:Laurence Erlbaum.
36. Yu, S. M.,Lin, S. F.(2002).Paper presented at the Annual Meeting of the National Association for Research in Science Teaching.New Orleans, LA, U. S. A.:
37. 郭重吉(1996)。從建構主義談數理師資培育的革新。科學發展月刊，24(7)，555-562。
38. 陳鴻明、張文華、張惠博(2002)。試行自然與生活科技教學模組下學生知覺的教室社會心理環境之研究。師大學報：科學教育類，47(2)，83-104。
39. 游淑媚(2002)。科學概念學習研究(II)－生物科－子計畫七：中、小學學生生態概念研究(II)國科會專題研究計畫成果精簡報告。國立台中師範學院自然科學教育系所。
40. 游淑媚(2003)。中、小學學生對生物腐化原因的想法類型。師大學報：科學教育類，48(2)，165-196。

1. 蔡執仲、靳知勤、段曉林(2009)。巢狀探究教學對國二學生覺知教師溝通行為改變之探討。課程與教學，12(3)，129-152。
2. 陳淑苾、陳素芬、張文華(2017)。開放式與結構式探究實驗活動對國小學生教室環境感知的影響。科學教育學刊，25(3)，277-300。