科學筆記評量在集中式特殊教育班引導式探究課程之應用

Application of Science Notebooks Assessment in Guided Inquiry Curriculum of Self-Contained Classes

10.6173/CJSE.202212_30(4).0003

吳雅萍(Ya-Ping Wu)

引導式探究 ； 科學筆記評量 ； 集中式特教班 ； 過程技能 ； Guided Inquiry ； Science Notebooks Assessment ； Self-Contained Class ； Process Skills

科學教育學刊

30卷4期（2022 / 12 / 01）

335 - 355

繁體中文;英文

科學筆記是常見的輔助科學學習材料，過去在普通班也曾被視為課堂評估工具，然而，很少有研究去探討科學筆記在集中式特教班的應用。本研究採用混合研究，探討特教教師在集中式特教班引導式探究課程實施科學筆記評量的情形。兩間集中式特教班為研究樣本，共兩位特教教師和七位輕、中度認知障礙的低中高年級生。資料蒐集於教學影片、科學筆記評量影片、團隊會議紀錄、科學筆記評量結果、單元成就測驗結果、教學者省思與研究者省思，且資料分析採用量化和質性方法。研究結果發現集中式特教班的科學筆記評量尺規有良好的信效度，科學筆記具有評量的潛力，雖然受限小樣本，但仍可觀察到隨著介入單元數增加，科學筆記分數與單元成就測驗分數也越來越高，顯示兩者評量有其關聯性。接著，透過個案分析，呈現學生在引導式探究課程之科學筆記評量情形。最後提出電子式科學筆記設計、科學教師協助檢核科學筆記評分示例、累積科學筆記樣本數量、訓練特教教師執行科學筆記評量計分等建議，供未來教學與研究之參考。

Science notebooks, as common supportive learning materials, were also regarded as a classroom assessment tool. Nevertheless, seldom research investigated the application of science notebooks in self-contained classes. Mixed methodologies were used in the study to examine the application of science notebooks assessment in self-contained classes with the guided inquiry curriculum by special education teachers. The participants were from two self-contained classes and comprised two special education teachers and seven students with mild and moderate disabilities among 6 grades. The collected data consisted of teaching videos, videos of science notebooks assessment, team meeting records, results of science notebook assessment scores, unit achievement test scores, feedback of teachers and researchers and were analyzed in quantitative and qualitative methods. The results indicated that the science notebook rubric of self-contained classes had good reliability and validity and the science notebooks were potential standardized tests as well. Although limited to a small amount of participants, it was observed that as the sessions of intervention increased, both the scores of science notebook assessment and the unit achievement test were increased, which demonstrated the existence of correlations between two assessments. Furthermore, case study was used to illustrate the process of science notebooks assessment in the guided inquiry curriculum. Suggestions about designing electronic science notebooks, scoring examples by science teachers, accumulating more science notebooks samples and scoring training for special education teachers were made for future teaching and research for reference.

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