國小學童科學探究學習策略量表的編製與發展

The Design and Development of a Scale for Assessing Learning Strategy during Scientific Inquiry for Elementary Students

10.6173/CJSE.2012.2006.02

羅淑瓊(Su-Chiung Luo)；林曉雯(Sheau-Wen Lin)

科學探究 ； 國小學童 ； 量表編製與發展 ； 學習策略 ； Scientific Inquiry ； Elementary Students ； Design and Development of Scale ； Learning Strategy

科學教育學刊

20卷6期（2012 / 12 / 01）

515 - 538

繁體中文

本研究旨在編製一份評測工具，以瞭解國小學童於科學探究學習歷程中所使用的學習策略。以高雄市國小高年級學生為母群，採用分層叢集抽樣，獲得有效母群1,107人。研究者邀請科教專家及資深國小自然科教師進行量表審查，依據審查結果進行修訂並確認其內容效度；並經由探索性因素分析及驗證性因素分析檢核該量表之建構效度。結果顯示該量表包括學生在科學探究歷程（察覺與確認問題、蒐集資料、設計及探索、形成與傳達解釋）中的複製學習、機械式學習、連結與監控，以及時間與資源掌控四大面向，共23題，具有穩定結構。在信度考驗方面，總量表之內部一致性Cronbach's α係數值為 .90，分量表內部一致性Cronbach's α係數值介於 .75 ~ .84之間，顯示本量表之內部一致性信度良好。研究結果並描述國小高年級學生在科學探究歷程中使用學習策略的情形及比較分析。最後提出國小教師進行學習策略教學及未來研究之建議。

The purpose of this study was to develop a scale which subjected to assess fifth- and sixth-graders' learning strategy during scientific inquiry (LSSI scale). Eleven hundred and seven participants selected through cluster sampling from Kaohsiung area responded the scale. Experts of science education research and elementary science teaching were invited to establish the content validity. The exploratory and confirmatory factor analyses were also used to establish construct validity of the instrument. Finally the total twenty-three items of LSSI scale were ascertained. In this study, the learning process during scientific inquiry (identifying questions, gathering information, designing and conducting scientific investigations, and formulating and communicating explanations) composed of four subscales: copying learning, rote learning, connecting and monitoring learning strategy, and time and resources management. The result of factor analyses showed and confirmed that the four factor model of the scale could explain more briefly and stably about the structure of the LSSI scale. The Cronbach's α value of internal consistency of the subscales of this scale ranged from .75 to .84 and the Cronbach's α value of the LSSI scale was .90. The students' learning strategies during scientific inquiry were described and compared. Finally, some suggestions for scientific inquiry-based learning strategy instruction and future research were proposed according to the results.

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