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

Influence of Open and Structured Inquiry Instructions on Elementary School Students Perceptions of Classroom Environment

10.6173/CJSE.2017.2503.04

陳淑苾(Shu-Bi Chen)；張文華(Wen-Hua Chang)；陳素芬(Sufen Chen)

小學科學教育 ； 探究學習 ； 教室環境 ； 實驗活動 ； Elementary Science ； Inquiry ； Classroom Environment ； Laboratory Activity

科學教育學刊

25卷3期（2017 / 09 / 01）

277 - 300

繁體中文

學生對教室環境的感知常會影響學生的參與情形，也可能因而影響其學習成果。本研究比較在開放式及結構式的探究實驗教學後，學生對教室環境感知的異同。研究採混合研究方法收集量化及質性資料，資料的內容包括：教室環境量表(What Is Happening In this Class, WIHIC)及學生對結構式和開放式探究學習看法的回饋寫作。教學實驗的實施是為期共10週的自然與生活科技課程，研究對象為國小五年級學生四個班級共106人，其中兩個班(N = 52)為實驗組進行開放式探究，兩個班(N = 54)為對照組進行結構式探究。量化資料分析的內容包括：關係層面的同學親和、教師支持及學生參與；個人發展層面的探究、任務取向及合作；系統維持的平等三個層面七個向度的環境感知。分析結果顯示，實驗組學生經過開放式探究的學習後，在WIHIC的七個向度中，會在同學親和和探究兩向度上有顯著提升，但對照組在結構式探究的學習後則全部都沒有顯著的改變。以ANCOVA比較兩組，實驗組在探究向度上有顯著較高的教室環境感知。此外，回饋寫作顯示多數的實驗組學生喜歡開放式探究學習，其喜歡的原因同樣集中在同學親和及探究向度上。學生認為在開放式探究課程中有較多的思考及挑戰，也是以學生為中心的學習，不僅有益於小組合作，且能培養探究能力。本研究對上述的發現，提出對學生學習、課程教學設計與研究相關的建議。

Students' perceptions of classroom environment often affect their participation and learning achievement. This study examined students' perceptions of classroom environment in open inquiry versus structured inquiry instructions. Mixed methods were employed to collect quantitative and qualitative data, including What Is Happening in This Class (WIHIC) and students' written feedback. WIHIC measured seven aspects of classroom environment, including Student Cohesiveness, Teacher Support, Student Involvement, Investigation, Task Orientation, Cooperation and Equity. Fifth graders in the experimental group (N= 52) carried out open inquiry activities. Their peer students in the comparison group (N = 54) conducted structured inquiry activities. The intervention lasted for 10 weeks. Findings suggested that the experimental group demonstrated significantly better perceptions of classroom environment on Student Cohesiveness and Investigation from the pre- to post- surveys; however, there was no significant change in the comparison group in all aspects. Moreover, the experimental group showed significantly higher perceptions than their compared peers on Investigation through ANCOVA. The written feedback showed that a majority of students in the experimental group preferred open inquiry. Students who prefer open inquiry showed keener perceptions than those who prefer structured inquiry on Student Cohesiveness and Investigation. The students made explicit that open inquiry provoked more thinking and challenges. Open inquiry is student-centered learning; it can not only benefit group cooperation but also cultivate inquiry ability. Finally, the implications of these findings on student learning, curriculum design, and future research are presented.

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