不同教學方法增進學生科學本質學習成效之比較與分析

The Comparison and Analysis of Different Science Teaching Representation Improving Students Learning Effects in Nature of Science

本研究旨在探討不同教學方法對於學生科學本質學習成效之差異。研究樣本為某所常態編班之八年級學生共130人，依不等組前後測實驗控制設計法分為四組，先進行「了解科學本質量表」前測，於為期六週聲音單元教學後再進行該量表的後測，以單因子共變數分析得知，各組科學本質學習成效之差異達顯著水準(p < .001)，具有高度效果量.79。經多重事後比較，探究明示組之科學本質學習成效最佳，科學史明示組次之，其次為探究隱喻組以及控制組最差。依據科學本質的三面向並以三角校正法分析轉錄的教學影帶發現，採用明示科學本質觀與反思探究活動而將科學本質視為教學目標，可賦予學生有意義的情境化學習經驗，乃最能增進學生理解科學本質意涵的教學方法。

The study distinguished and analyzed among four different science teaching strategies for students to understand the effects of Nature of Science (NOS). We took four eighth grade classes of the junior high school 130 students as the samples， and used different science teaching methods to teach until six weeks. By one-way analysis of covariance， the result showed that the four classes are significant below .001 on the scores of NOS test. The class who used inquiring activities with explicit teaching NOS is better than the science history with explicit teaching method， and better than the other who used inquiring activities with implicit teaching NOS， and better than the class who used textbook based for science teaching. The teaching video data showed that the class who by inquiring activities with explicit teaching NOS could match the inquiring activities of students engaged in， and analogized to the scientists’ research to understand the NOS.