幼兒園探究性科學方案之歷程分析──以「軌道」方案為例

Analysis of the Teaching Process in a Kindergarten Inquiry-Based Science Project: A Case Study of the Track Program

本研究旨在探討教師如何展開統整與素養導向的科學教育，以啟發幼兒科學探究的能力。研究以卓越教師為對象，融合觀察、訪談與文件分析等方法進行質性個案研究。研究結果指出，在方案萌發期，教師結合情境引導幼兒進行軌道探究；發展期則擴展幼兒合作、工程設計與問題解決；最終於統整期創建軌道遊樂園整合跨域經驗。教學策略包括：(1)科學探究情境之創設；(2)問題蒐集與變因控制；(3)善用分組、提問、總結策略；(4)應用「觀察—預測—驗證」、「比較—對照—實驗」等程序協助幼兒建立生活化科學概念。結果將提供教學實務與幼兒科學研究之參考。

This study examines how teachers implement inquiry-based science education to foster young children’s skills in scientific inquiry. The research uses a qualitative case study approach, focuses on exemplary teachers, and gathers data by using observations, interviews, and document analysis. The findings reveal a three-phase teaching process. In the first phase, teachers use contextual guidance to introduce children to track exploration. In the second phase, the focus of activities is on enhancing the collaboration, engineering design, and problem-solving skills of children. In the third phase, teachers help children synthesize their scientific experiences by creating a track-themed amusement park. Teacher strategies include (1) creating contexts for scientific inquiry; (2) collecting questions and controlling variables; (3) effectively using group activities, questioning, and summarization; and (4) applying observation, prediction, and verification processes and comparison, contrast, and experimentation processes to help children develop practical scientific concepts. The results provide insights for teaching practices and early childhood science research.