培育研究生設計跨領域的「探究與實作」教案加強簡單論證

Cultivate graduate students to design cross-disciplinary ＂inquiry and implementation＂ teaching plan and strengthen simple argumentation

本研究因應十二年國民基本教育自然領域加強「探究與實作」，以「昆蟲學特論」課程培育研究生，設計跨領域的「探究與實作」加強簡單論證。本研究以某教育大學自然科學教育系所16位研究生為研究對象，2人為一組，採混合研究法；首先教授各類目的昆蟲學知識、跨領域的探究與實作、POE &科學解釋文字鷹架教學法（POE & scientific explanations with text scaffolding, POEST）等理論知識。其次，帶領研究生到天溪園、福山植物園戶外教學，研究生進行探究與實作。最後，授課教師與8組研究生進行焦點團體法討論，引導各組以POEST教學法設計跨領域的「探究與實作」教案，並微型教學。本研究使用「POEST探究與實作微型教學評量（Micro Teaching Assessment of POEST, MTAPS）進行評量，搭配探究與實作戶外教學學習單（Inquiry and implementation of Outdoor Teaching Sheet, IOTS）、課室觀察、半結構式訪談，形成主張與建議。研究結果顯示：1.研究生在「天溪園、福山植物園」進行探究與實作，觀察昆蟲種類非常多元化，IOTS學習單分析都能達到「探究與實作」的精神；2.共8組所設計的教案都符合「探究與實作」的精神，有4組教案進行「構造與功能」的探究，有4組教案進行跨領域的探究，主要結合生物、物理和科技領域的探討。3.MTAPS的評量結果，8組研究生的微型教學平均總分為15.64分，百分等級為0.78，表示研究生經過培訓後，能帶領學生「探究與實作」和進行「主張、證據、推理」的簡單論證。

In line with the teaching objective of ＂inquiry and implementation＂ as specified in the 12-year Basic Education, this study applied the POE & scientific explanations with text scaffolding (POEST) teaching method to train 16 graduate students who took the course of ＂Advanced entomology＂ in a National University of Education. The 16 graduate students were divided into 8 groups. This study adopted mixed methods with quality and quantity research. First, professor taught theoretical knowledge of entomology, interdisciplinary inquiry and implementation, POEST teaching method. Second, professor led graduate students to Tianxi Garden and Fushan Botanical Garden for outdoor teaching to inquiry and implementation. Finally, professor conducted focus group method with 8 groups to use POEST teaching method to design an ＂inquiry and implementation＂ teaching plan, and conducted micro-teaching. This study used the Micro Teaching Assessment of POEST (MTAPS), combined with the Inquiry and Practice of Outdoor Teaching Sheet (IOTS), classroom observation, Semi-structured interviews to form opinions and suggestions. The results were as follows: 1. Graduate students observed the diversity of insect species, and IOTS analysis could achieve the spirit of ＂inquiry and implementation＂. 2. 8 groups of lesson plans were designed in accordance to ＂inquiry and implementation＂, there were 4 groups for ＂structure and function＂ investigations, and 4 groups for cross-field investigations. 3. According to the MTAPS evaluation, the average micro-teaching score was 15.64 points, and the percentage level was 0.78, indicating that after training, the graduate students could lead primary students to ＂inquiry and implementation＂ and carried out ＂clam, evidence, reasoning＂ simple demonstration.