科學問題發現與教學實務關係之探討

Relationships between Scientific Problem Finding and Instructional Practice

問題發現是問題解決的第一步，問題解決是目前狀態與一個目標狀態之間的差距，問題發現是發現這一差距的行徑。本文旨在探討科學問題發現概念、發展及其與教學實務之關係。研究者歸納相關研究，提出三種提升學生科學問題發現的策略：一、教師營造良善的提問環境，鼓勵學生提問。二、教師結合日常生活的問題，進一步延伸至科學問題發現。三、強化學生提問能力，由淺入深與由生手成為專家。在教學上搭配多元評量，教師設計適合評估科學問題發現的工具，將可具體評估學生問題發現的能力。

Problem finding has been suggested as the first step in problem solving, where problem solving points to a process of closing the gap between an initial state and a goal state, whereas problem finding is the act of discovering that gap. This study explores concept analysis of scientific problem finding, development, and instructional practice. According to the literature review, we consider three dimensions to be improved, as follows: 1.Development questioning environment, since questioning strategies have been found as having a direct impact on student learning outcomes; 2.the match between scientific problem finding and life issues; 3.promotion to learner questioning strategies, from shallow to deep, and from novice to expert. Based on the results, suggestions for practitioners of this mechanism are proposed.