以教學策略提升學生對科學本質認識之整合分析

Meta-analysis of Utilize Teaching Strategy to Improve Student's Conceptions of the Nature of Science

在台灣地區的教學研究中，以不同教學策略進行提升學生科學本質認識的成效不一，尚無一致性的觀點，故本研究目的為釐清透過教學策略提升學生科學本質認識的效果與差異。以Hedges與Olkin整合分析（Meta-Analysis，又稱後設分析）為研究方法，針對台灣地區以教學提升學生科學本質認識之博碩士畢業論文相關研究加以統整、歸納、分析，探討提升學生科學本質認識之差異情形，並檢視影響提升科學本質研究之調節變項（教學策略、學校類型、學校地區）。並使用ESS-2017進行整合分析。本研究以「科學本質」為關鍵字，在台灣博碩士論文網中搜尋初步篩選取得145篇相關論文，經過二次篩選，剔除非教學實驗、主題內容不合、無資料比較等不符合之研究後，剩餘33篇，從中尋出用以進行整合分析的統計效果值計有37項。本研究先採用固定效果模式分析，發現具有異質性，再使用次群體分析其異質性來源，獲得結果如下：一、研究結果顯示，的確可透過不同教學方式提升科學本質認識，教師可透過不同途徑傳達科學本質，以提升學生的科學本質，而教學策略的使用會影響科學本質的提升，但不同教學策略在於不同科學本質面向（科學知識／科學探究／科學事業）上，雖有不同效果值提升，而統計發現造成差異原因並不相同，顯示教學策略使用仍須考慮，如：學生階段、其他輔助教學策略、教師自身科學本質觀等因素。二、發現不同學校階段所實施科學本質教學，無論在科學本質的總體或科學知識／科學探究／科學事業三分向度上，以國小階段的效果顯著高於其他階段。因此，在學習者學校階段越低實施科學本質教學，效果越佳。

"In Taiwan's educational research, the effectiveness of different strategies to improve the conceptions of the Nature of Science(NOS) is different, and there is no consistent view. Therefore, this study intends to clarify the differences in the research of teaching strategies to improve students' conceptions of NOS. This study uses the meta-analysis of Hedges and Olkin as the research method. It analyzes NDLTD-Taiwan's graduation theses and dissertations about using teaching strategy to improve student's conceptions of NOS. It discusses the differences in the improvement of student's conceptions of NOS, and examines the impact of mediated variables (Teaching Strategy, School Type, School Area) in those researches of the nature of science. And use ESS-2017 to meta-analysis. Using ''the Nature of Science'' as the keyword, the study finds that 145 relevant papers are obtained through preliminary searching in NDLTD-Taiwan. After eliminating non-conforming studies such as non-teaching experiments, subject content inconsistencies, and no data comparison, there are 33 remaining papers, and 37 statistical effects for meta-analysis are found. This study first adopted the fixed-effects model analysis and found the heterogeneity, and then used the subgroup analysis to find the source of the heterogeneity. The results are as follows: 1.The conceptions of NOS can indeed be improved through different teaching strategies. Through different channels, teachers can convey NOS to improve the conceptions of NOS. The use of teaching strategies would affect the enhancement of the nature of science. However, in different dimensions (scientific knowledge / scientific inquiry / scientific enterprise) of the nature of science, different teaching strategies have different effects, but statistics found that the reasons for the differences are not the same. It shows that other factors(such as: student stage, other auxiliary teaching strategies, teachers' own conceptions of NOS) must be considered in the use of teaching strategies to effectively improve the conceptions of NOS. 2.Regardless of the overall NOS or scientific knowledge / scientific inquiry / scientific enterprise three dimensions, the effect of elementary school stage is significantly higher than that of other stages. Therefore, the learner's school stage of teaching to improve NOS is lower, the effect is better."