實施引導式探究教學發展國小聽障學生的科學探究技能

Developing Scientific Inquiry Skills through Guided Inquiry Teaching on Primary School Students Who Are Deaf or Hard of Hearing

本研究的目的在實施引導式探究教學，以發展國小聽障學生的科學探究技能。研究對象為高雄市立某國小啟聰班四、五、六年級各一位聽障學生，由該班聽障教育教師進行教學。共設計四個探究單元及學習單，教學實施一學期，每週兩節課。本研究蒐集教學過程的影音資料，分析課室中的師生對話，以了解學生在各單元的科學探究學習表現。其次，在各探究單元結束後由任課教師以科學探究技能檢核表評估學生的技能發展。並於學期末，學生經由科學探究技能紙筆測驗來展現他們的學習成效。最後，研究者晤談任課教師，進一步了解學生科學探究技能的表現與改變。研究結果發現：(1)引導式探究教學有助於提升國小聽障學生的科學探究技能；(2)國小聽障學生在操作性的科學探究技能上有較大的學習成效；(3)國小聽障學生在思考性的科學探究技能上較難有學習成效。

The purpose of this study was to develop scientific inquiry skills through guided inquiry teaching on primary school students who are deaf or hard of hearing. Three elementary school students who wrer deaf or hard of hearing and their teacher participated in this study. The research period was lasting one semester. The students who were deaf or hard of hearing were third， fourth， and sixth graders. The teaching materials were four science inquiry units and learning sheet. Data collection included classroom video， classroom discourse， interviews the main teacher， and students’ performance in the inquiry skill checklists of four units. At the end of the semester， the researcher assessed the effectiveness of learning with the paper and pencil test of science inquiry skills. The results revealed the three students through guided inquiry teaching improve their science inquiry skills. The students who were deaf or hard of hearing in the hands-on of scientific inquiry skills had greater learning outcomes. The students who were deaf or hard of hearing in the minds-on of scientific inquiry skills had less learning outcomes.