由認識觀發展的角度探討國小學童對科學探究過程之看法

Exploring Elementary Students' Views Regarding Scientific Inquiry from the Perspective of Epistemological Development

10.6173/CJSE.2011.1906.03

林美馨(Mei-Hsin Lin)；楊芳瑩(Fang-Ying Yang)

科學探究 ； 認識觀 ； Science Inquiry ； Epistemology

科學教育學刊

19卷6期（2011 / 12 / 01）

531 - 548

繁體中文

本研究的目的旨在以個人認識觀發展的角度探討國小學童對科學探究看法之現況。研究工具為「科學探究看法問卷」，採開放性的問答方式，針對120位三、六年級與男、女各半的學童做施測，此科學探究問卷包含：科學活動、科學方法與科學證據等三個面向。施測完畢後，根據過去研究發展出的認識觀架構，進行內容解碼分析，並進行評分者一致性的百分比考驗。主要研究發現如下：（1）在科學活動方面，三年級學童大部分持前實證觀觀點，六年級才有較多的實證觀點；（2）三、六年級學童在科學方法上，大都持有前實證觀點；（3）三、六年級學童針對科學證據的本質所提出的看法則大都屬實證認識觀點，並有朝向多元觀發展之趨勢；（4）男、女生在科學探究過程的三個面向，即科學活動、科學方法與科學證據的看法上沒顯著差異；（5）三、六年級學童在科學活動、科學證據的看法上有顯著不同，但在科學方法方面則沒有顯著差異。

The purpose of this study is to explore epistemological perspectives regarding scientific inquiry among elementary school students. The research tool was the ”Views Of Science Inquiry” (VOSI) questionnaire. The participants were 120 third and sixth grade students, half of which are male and half are female. A coding scheme developed by Yang et al. (2008) was modified and applied to content analysis, and a chisquare test was conducted for evaluator consistency. The results showed that epistemological perspectives regarding scientific inquiry among third grade students can be classified into at least four categories, namely, pre-positivist, positivist, multiplist, and constructivist positions. Most third grade participants held a prepositivist position, while many sixth graders showed a positivist viewpoint toward scientific activities. Regarding epistemological perspectives concerning scientific methods, both third and sixth graders occupied a pre-positivist position. In regard to scientific evidence, the majority of third and sixth grade students displayed a positivist position, while some began to express a multiplist view. There was no significant gender difference in epistemological perspectives regarding scientific activities, methodology, and evidence. However, the third and sixth grade participants showed significant differences in their views regarding scientific activities and evidence, but not scientific methods. The research findings support the premise that epistemological perspectives regarding scientific inquiry are undergoing development during these years.

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