生活取向之批判思考教學對國小五年級學童歸納演繹能力的影響

• Main Authors: Chih-peng Tsai, 蔡志鵬
• Other Authors: Chi-jui Lien
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/02695461996042558335

碩士 === 國立台北師範學院 === 數理教育研究所 === 92 === This research was composed of two parts. The first is to study the content which related to induction and deduction in science textbooks which used by fifth-grade students in Taiwan. The second, an instructional design focusing students’ abilities improvement on induction and deduction is developed and evaluated. As for analysis of textbooks, teachers utilized practical experiences to respond semi-structural interviewing questions in six dimensions, those include: to induct, to deduct, to distinguish induction, to utilize deduction, to distinguish deduction, and to get use of all these skills. As for the experimental teaching approach developed in this study is an “Inquiry and Critical Thinking Teaching Model” (ICTTM) and which is also an everyday-life oriented. This experimental teaching is last for four weeks. An instrument including: forecast, reason-seeking, in-depth meaning, querying to investigate, assumption verification and extended reasoning is also developed in this study. A pre-, and post- design and the Kolmogorov-Smirnov test is used for the thirty-three elementary fifth-graders to observe the differences. The research findings include: 1. Half of textbooks increase progressively on arrangement of induction and deduction related activities. That is the reason the co-related chapters become less apparently. With this result, supplementary text contents from teachers might promote students’ induction and deduction ability effectively. 2. The experimental teaching approach shows student improve significantly in forecasting, reason-seeking, querying to investigate and assumption verification. However, it has little help for their in-depth meaning and extended reasoning.