在實驗室使用Vee圖教學以促進國小五年級學生的探究能力之探討

• Main Author: 郭姿利
• Other Authors: 黃台珠
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/63m3tb

碩士 === 國立高雄師範大學 === 科學教育研究所 === 94 === The main purpose of this research is to investigate whether Vee-mapping instruction in the laboratory can improve the inquiry ability of grade five students in elementary school. A quasi-experimental design was adopted and equal ability were selected as the subjects of research. One of the classes was designated as the experimental group to receive Vee-mapping instruction, while the other was selected as the control group to receive usual instruction. The experimental units of Science and Technology covered in the second and third monthly exams of the second semester of the fifth grade students. Both “Test of Scientific Process Skills(TSPS)” and “Self-prepared Experimental Questions(SPEQ)” were collected for quantitative analysis. Then the answers of the students to SPEQ were administered for qualitative analysis 1.Quantitative (1)The students in the experimental group, in total, or of high-achievement, or of low-achievement, performed better than the control group on the most subscales of SPEQ, “Forming Hypotheses.”except. (2)The experimental group performed better than the control group on TSPS. 2.Qualitative (1)Competence Indicators of Science and Technology in Taiwan: The students of the experimental group whose performance conformed“Organization and Connection” and “Communication” were more than those of the control group, but it was not significant. (2)“Fundamental Abilities of Inquiry” in the National Science Education Standard: The students of high achievement in the experimental group whose performance conformed “Designing Experiments,” “Selecting Research Tools and Techniques,” “Communicating the Procedures of Inquiry,” and “Using Mathematics in Inquiry.” were more than those in the control group. The students of low achievement in the experimental group whose performance conformed “Clarifying Questions,” “Critical and Logical Think,” and “Communicating the Procedures of Inquiry.” were more than those in the control group.But both of them were not significant. Through interviewing, it was found that Vee-mapping was somewhat difficult for the fifth graders. However, it would be feasible to improve the inquiry ability of grade five students by using Vee-mapping instruction in the lab, as long as the teachers adjust the Vee-mapping instruction as required by different teaching situations.