探究式實驗教學對國二學生理化學習動機之影響

The Influence of Inquiry-Based Laboratory Teaching on 8(superscript th) Graders' Motivation toward Learning Physical Science

10.6173/CJSE.2005.1303.03

蔡執仲(Chih-Chung Tsai)；段曉林(Hsiao-Lin Tuan)

理化學習 ； 探究式實驗教學 ； 學習動機 ； Inquiry Laboratory Teaching ； Learning Motivation ； Physical Science Learning

科學教育學刊

13卷3期（2005 / 09 / 01）

289 - 315

繁體中文

本研究主要探討探究式實驗教學對國二學生理化學習動機之影響。研究方法採量、質合併的方式進行，主要研究工具為Tuan 等人(2002)所發展的動機問卷。實驗組進行前測、後測和延宕測三次，而對照組實施前測與延宕測兩次。除此之外，從四個實驗班班級中，各挑選八位學生進行晤談收集質性資料，作為回應與深入詮釋量化資料的分析結果。在資料分析部分，先以t-test比較實驗組與對照組的差異，再針對實驗組資料進行各向度表現的分析，以MANOVA和Scheffe方法討論實驗組三次施測結果的差異。本研究結果顯示，在實驗組與對照組的問卷資料比較中，「自我效能」(p=0.008)、「主動學習策略」(p=0.01)兩個向度達極顯著差異，而「成就目標」(p=0.04)也達顯著差異。另一方面比較實驗組三次施測資料，實驗組學生整體動機問卷表現以及「自我效能」、「主動學習策略」、「表現目標」、「成就目標」四個分向度的表現上，均達到提升或維持學習動機的成效，但「學習環境誘因」向度略微下降。有關本研究對教學上的啟示將在文章中說明。

The purpose of this study was to investigate the influence of inquiry-based laboratory teaching on 8(superscript th) graders' motivation toward physical science. Research methods combined both quantitative and qualitative methods into the investigation. Students' Motivation toward Science Learning (SMTSL) (Tuan, et al., 2002) questionnaire was implemented at the beginning of the semester (pre-test), after teaching two units (post test) and at the end of the second semester (delayed test) for the four experimental classes. The four classes of the control group only took the pre-test and the delayed test. Qualitative data included interviews with 32 students from 4 experimental classes. In the experimental classes, inquiry-based laboratory teaching was implemented in teaching chapters 7 & 8, while control classes maintained their traditional teaching methods. All the quantitative data were analyzed by MANOVA and Scheffe tests. All the qualitative data were analyzed by analytic induction methods. Findings of the study indicated that students in the experimental group showed significant differences (p＜0.05) in self-efficacy (p=0.008), active learning strategies (p=0.01), and achievement goals (p=0.04) compared to the control group. The comparisons among the experimental group's pre, post and delayed test, showed that students' motivation had been maintained and promoted on the following scales: ”self-efficacy”, ”active learning strategies”, ”performance goal”, ”achievement goal”, and on the entire motivation questionnaire. Only one scale ”learning environment stimulation” had been decreased. Discussion and implementation of the study will be addressed in the paper.

1. 林雅慧、張文華、林陳涌(2003)。低年級學生參與科學對談之類型。科學教育學刊，11(1)，51-74。
   連結：
2. 劉宏文、張惠博(2001)。高中學生進行開放式探究活動之個案研究－問題的形成與解決。科學教育學刊，9(2)，169-196。
   連結：
3. American Association for the Advancement of Science(1993).Benchmarks for science literacy.New York:Oxford University Press.
4. Ausubel, D. P.(1968).Educational psychology.New York:Holt, Rinehart, Winston.
5. Bezzi, A.(1996).Use of repertory grids in facilitating knowledge construction and reconstruction in geology.Journal of Research in Science Teaching,32(2),179-204.
6. Bouillion, L. M.,Gomez, L. M.(2001).Connecting school and community with science learning: Real world problems and school-community partnership as contextual scaffolds.Journal of Research in Science Teaching,38(8),878-898.
7. Brophy, J.(1987).Socializing students` motivation to learn.Advances in Motivation and Achievement: Enhancing motivation,15,181-210.
8. Brown, J. S.,Collins, A.,Duguid, P.(1996).Situated cognition and the culture of learning: Situated learning perspectives.New Jersey:Educational Technology Publication, Inc.
9. Brown, J. S.,Collins, A.,Duguid, P.(1989).Situated cognition and the culture of learning.Educational Researcher,8(1),32-41.
10. Bybee, R. W.(1997).Achieving scientific literacy: From purposes to practices.Portsmouth, N.H.:Heinemann.
11. Bybee, R. W.,Landes, N. M.(1998).The biological sciences curriculum study (BSCS).Science and Children,25(8),35-39.
12. Driver, R.,Oldham, V.(1986).A constructivist approach to curriculum development in science.Studies in Science Education,13,105-122.
13. Eccles, J. S.,J. T. Spencer (Ed.)(1983).Achievement and achievement motivation: Psychological and sociological approaches.San Francisco:Freeman.
14. Eccles, J. S.,Midgley, C.,R. E. Ames,C. Ames (Eds.)(1989).Research on motivation in education.New York:Academic Press.
15. Ertepinar, H.,Geban, O.(1996).Effect of instruction supplied with the investigative-oriented laboratory approach on achievement in a science course.Educational Research,38,333-344.
16. Gibson, H. L.(1998).Case studies of an inquiry-based science programs` impact on students` attitudes towards science and interest science careers.ERIC Document Reproduction Service.
17. Gibson, H. L.,Chase, C.(2002).Longitudinal impact of an inquiry-based science program on middle school students` attitudes toward science.Science Education,86,693-705.
18. Greene, B. A.,Miller, P. B.(1996).Influences on achievement: Goals, perceived ability, and cognitive engagement.Contemporary Educational Psychology,21,181-192.
19. Hammer, D.(1997).Inquiry learning and discovery teaching.Cognition and Instruction,15(4),485-529.
20. Hanrahan, M.(1998).The effect of learning environment factors on students` motivation and learning.International Journal of Science Education,20(6),737-753.
21. Hart, C.,Mulhall, P.,Berry, A.,Loughran, J.,Gunstone, R.(2000).What is the purpose of this experiment? Or can students learn something from doing experiment.Journal of Research in Science Teaching,37(7),665-675.
22. Hedarty-Hazel, E.(1986).Lab work SET: research information for teachers.Canberra:The Australian Council for Educational Research.
23. Herron, M. D.(1971).The nature of science enquiry.School Review,79(2),171-212.
24. Hodson, D.(1990).A critical look at practical work in school science.School Science Review,70(256),33-40.
25. Hofstein, A.,Lunetta, V. N.(2004).The laboratory in science education: Foundations for the twenty-first century.Science Education,88,28-54.
26. Hofstein, A.,Lunetta, V. N.(1982).The role of the laboratory in science teaching: Neglected aspects of research.Review of Educational Research,2(2),201-217.
27. Hurd, P. D.(1983).State of pre-college education in the mathematics and sciences.Science Education,67,57-67.
28. Kempa, R. F.,Diaz, M.(1990).Students` motivational traits and preferences for different instructional modes in science education: Part 2.International Journal of Science Education,12,205-216.
29. Kleinginna, P. J.,Kleinginna, A.(1981).A categorized list of emotion definitions, with suggestions for a consensual definition.Motivation and Emotion,5,263-291.
30. Lee, O.,Anderson, C. W.(1993).Task engagement and conceptual change in middle school science classrooms.American Educational Research Journal,30(3),585-610.
31. Lee, O.,Brophy, J.(1996).Motivational patterns observed in six-grade science classroom.Journal of Research in Science Teaching,33(3),303-318.
32. Linnenbrink, E. A.,Pintrich, P. A.(2002).Motivation as an enabler for academic success.School Psychology Review,31(3),313-327.
33. Loving, C. C.(1997).From the summit of truth to its slippery slopes: Science education`s journey through positivist-postmodern territory.American Educational Research Journal,34(3),421-452.
34. Maehr, M. L.,Midgley, C.(1996).Transforming school cultures.Boulder, CO:West-view Press.
35. Martin, S. S.(1999).Paper presented at the NARST Annual Meeting.Boston, Massachusetts:
36. National Research Council(1996).National science education standards.Washington DC:National Academy Press.
37. National Research Council(2000).Inquiry and national science education standards.Washington DC:National Academy Press.
38. Nicholls, J. G.,Nolen, S. B.,Patashnick, M.(1985).Adolescents` theories of education.Journal of Educational Psychology,77(6),683-692.
39. Pajares, F.,Miller, M. D.(1994).Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis.Journal of Education Psychology,86,193-203.
40. Patrick, H.,Anderman, L. H.,Ryan, A. M.,Edelin, K. C.,Midegley, C.(2001).Teachers` communication of goal orientation in four fifth-grade classrooms.Elementary School Journal,102,35-58.
41. Pintrich, P. R.,Schunk, D. H.(1996).Motivation in education: Theory, research, and application.New Jersey:Prentice-Hall, Inc.
42. Polman, J. L.(1999).Designing project-based science: Connecting learners through guided inquiry.New York:Teachers Collage Press.
43. Raghubir, K. P.(1979).The laboratory investigative approach to science instruction.Journal of Research in Science Teaching,16(1),13-17.
44. Resnick, L. (Ed.)(1989).Knowing, learning, and instruction.Hillsdale, NJ:Lawrence Erlbaum Associates.
45. Rogoff, B.(1994).Developing understanding of the idea of communities of learners.Mind, Culture, and Activity,1(4),209-229.
46. Saunders, W. L.,Shepardson, D.(1987).A comparison of concrete and formal science instruction upon science achievement and reasoning ability of sixth grade students.Journal of Research in Science Teaching,24,39-51.
47. Schumacher, D.(1998).The Transition to Middle School.
48. Schunk, D. H.(1981).Modeling and attri-butional effects on children`s achievement: A self-efficacy analysis.Journal of Education Psychology,74,93-105.
49. Shrigley, R. L.(1990).Attitude and behavior correlates.Journal of Research in Science Teaching,27(2),97-113.
50. Spears, J.,Zollman, D.(1977).The influence of structures versus unstructured laboratory on students` understanding the process of science.Journal of Research in Science Teaching,14(1),33-38.
51. Staer, H.,Goodrum, D.,Hacking, M.(1998).High school laboratory work in Western Australia: Openness to inquiry.Research in Science Education,28(2),219-228.
52. Straits, W. J.,Wilke, R. R.(2002).Practical consideration for assessing inquiry-based instruction: Some guidelines for improving student assessment.Journal of College Science Teaching,31(7),432-435.
53. Taconis, R.,Ferguson-Hessler, M. G. M.,Broekkamp, H.(2001).Teaching science problem solving: An overview of experimental work.Journal of Research in Science Teaching,38(4),442-468.
54. Tamir, P.(1989).Training teachers to teach effectively in the laboratory.Science Teacher Education,73(1),59-69.
55. Tobin, K.(1990).Research on science laboratory activities: in pursuit of better questions and answers to improve learning.School Science and Mathematics,90(5),403-418.
56. Tuan, H. L.,Chin, C. C.,Shieh, S. H.(2002).Paper presented at the National Association for Research in Science Teaching.San Louis, USA:
57. Turner, J. C.,Midgley, C.,Meyer, D. K.,Gheen, M.,Anderman, E. M.,Kang, Y.,Patrick, H.(2002).The classroom environment and students` reports of avoidance strategies in mathematics: A multi-method study.Journal of educational Psychology,94,88-106.
58. Vygotsky, L. S.(1978).Mind in Society.Cambridge, M A:Harvard University Press.
59. Weiner, B.(1990).History of motivation research in education.Journal of Education Psychology,82(4),616-622.
60. Weiner, B.(1974).Achievement motivation and attribution theory.Morristown, NJ:General Learning Press.
61. Weldy, G. R.(1991).Stronger school transitions improve student achievement: A final report on a three-year demonstration project "Strengthening School Transitions for Students K-13.".Reston, VA:National Association of Secondary School Principle.
62. 丁信中、洪振方、楊芳瑩(2001)。科學理論形成與精鍊過程對科學學習的意涵。科學教育月刊，240，2-13。
63. 吳幸宜譯(1994)。學習理論與教學應用。台北市:心理出版社。
64. 李暉(1993)。彰化市，國立彰化師範大學。
65. 段曉林、靳知勤(1999)。行政院國家科學委員會研究計劃成果報告。彰化師大科學教育所。
66. 段曉林、靳知勤(2000)。行政院國家科學委員會研究計畫成果報告。彰化師大科學教育所。
67. 胡幼慧(1996)。質性研究：理論、方法及本土女性研究實例。台北市:巨流出版社。
68. 國立編譯館(2002)。國民中學理化教科書。台北市:國立編譯館。
69. 張春興(1990)。心理學。台北市:東華書局。
70. 教育部(2000)。國民中小學課程綱要－自然與生活科技學習領域。台北市:行政院教育部。
71. 郭重吉、詹志禹主編(2002)。建構論：理論基礎與教育應用。台北市:正中書局。
72. 鍾敏綺、張世忠(2002)。奠基於建構主義的STS於自然與生活科技領域之應用。科學教育月刊，254，2-15。

1. 吳景達(2022)。自然科學博物館高中生環境議題探究與實作學習方案發展之研究。臺灣師範大學環境教育研究所學位論文。2022。1-133。