運用寫作認知歷程策略提升大學生的科學主題寫作表現

Using a Cognitive Process of Writing Strategy to Improve Undergraduate Students' Performance on Science Thematic Writing

10.6173/CJSE.201809_26(3).0004

靳知勤(Chi-Chin Chin)

大學生 ； 全球暖化 ； 科學寫作 ； 寫作認知歷程模式 ； Undergraduate Student ； Global Warming ； Scientific Writing ； Cognitive Process of Writing Model

科學教育學刊

26卷3期（2018 / 09 / 01）

261 - 282

繁體中文

本研究針對45位修習科學寫作課程之大學生，利用寫作認知歷程策略之計畫、轉譯與回顧過程，以國小高年級學童為閱讀對象，就全球暖化從事寫作。在寫作歷程中，首先由研究者進行寫作規準的介紹，並示範科普作品的解析；繼之請學生依據全球暖化主題訂定題目，並寫出計畫綱要；隨後撰寫文本。再之，依所撰寫之計畫及文本，安排小組進行多次的分享與討論，以協助每位學生從事檢查的歷程；最後由學生進行修訂與精緻作品的任務。本研究依據寫作認知歷程模式所發展之規準，評量學生所撰之初稿（版本一）與修訂後的版本二。結果顯示：學生在「想法內容」向度上，除「全球暖化影響之描述」在版本二的表現有顯著提升外，其餘各規準均無差異。在「表達性」與「組織性」向度中的各規準，其版本二得分皆顯著高於版本一。本研究指出寫作認知歷程策略之應用，有助於大學生的主題寫作。本文亦蒐集學生的回饋心得，與量化結果符應。本文另就未來科學寫作教學及研究，提出省思與建議。

This research adopted a cognitive process of writing strategy-plan, transcript, retrospect, and revise to inquire undergraduate students' (N = 45) performance on science thematic writing by surveying their capability of generating comprehensible texts on global warming for upper graders at the elementary level. In the beginning of this course, the fundamentals of writing and its rubrics were introduced and then the students were asked to write a global warming text beginning with planning the guidelines. In the following classes, the small groups were formed for facilitating in-depth discussion and reexamining process. After learning knowledge and skills relevance to scientific writing, the text written beforehand was revised. The texts before (version 1) and after (version 2) revision were assessed by using a self-developed rubric based on cognitive process of writing model specific to global warming issue. The results revealed that all rubric items except ＂impact of global warming＂ in the dimension of ideas and content were not significantly enhanced. All means of rubric items in the dimensions of organization and presentation in version 2 were significantly higher than version 1. It means that the cognitive process of writing had positive impacts on students' scientific writing performance. The follow-up survey and interview from students confirmed the quantitative results. Finally, this study provides suggestions for future science writing research and teaching.

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