提升國小四年級學生過程技能的主題式教學活動

Promoting Fourth Graders' Science Process Skills via a Thematic Program

本研究主要目的在探討校園植物主題式教學活動對提升國小四年級學生科學過程技能的效能。研究對象為高雄市某國小四年級某班之學生共28位，由導師利用綜合活動的時間進行主題式教學活動。為配合自行設計之主題式教學活動，本研究所使用的工具為自編之「科學過程技能實作測驗」與「對科學態度量表」，在進行一連串主題式教學活動之前後進行施測，以相依樣本t檢定進行統計分析，以了解主題式教學活動對學生科學過程技能與對科學的態度所造成的影響。另外為了解學生對於校園植物的認知，在教學活動進行中也收集學生觀察記錄單、學習成果報告等文件資料作內文分析。根據本研究所得的資料顯示，學生經過教學活動後，除了對校園植物有進一步的認識之外，也學到了辨識的技巧，更發現了觀察的樂趣。在科學過程技能方面，相依樣本t檢定的分析結果顯示學生在「觀察」和「比較與分類」方面有顯著的提升，而「傳達」的部分在統計上雖無顯著差異，但已達預設之教學目標。對科學的態度部分，由相依樣本t檢定的分析結果得知，學生在對「植物」、「記錄」與「小組合作」的態度有顯著改善。

The main purpose of this study was to evaluate the effectiveness of a thematic program about campus plants in promoting fourth graders’science process skills. The participants of this study were 28 fourth graders from the same class in Kaohsiung City. In order to evaluate the effectiveness of the program， instruments， “Performing Test of Science Process Skills”and “Attitudes toward Science”， used in this study were designed based on the activities in the program and research purposes. Quantitative data collected from pre- and post-tests were analyzed by paired t test to reveal the impacts of the thematic program. Further， to understand what the thematic program brought to the students in terms of cognitive impacts about campus plants， documents including student observation records and final reports were collected for content analysis. The results have shown that， in addition to know more about campus plants， students also learned recognition skills and richness of observation. According to the results of paired t tests， students had significant improvement in “observation” and “classification”. Although there is no significant difference in “communication”， the improvement has reached original instruction goal. Moreover， the paired t test in student attitudes toward science indicated that students held significant positive attitudes toward “plant”， “recording”， and “team work”.