探究與實作課程對高中生科學推理能力的影響;The Effects of the Inquiry-based Practice Course on High School Students’ Scientific Reasoning

Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/86164

Title:	探究與實作課程對高中生科學推理能力的影響;The Effects of the Inquiry-based Practice Course on High School Students’ Scientific Reasoning
Authors:	熊翊丞;Xiong, Yi-Cheng
Contributors:	物理學系
Keywords:	探究與實作課程;科學推理能力;十二年國民基本教育;簡報評分指標;高中生;Inquiry and Practice course;Scientific Reasoning;Curriculum Guidelines of 12- Year Basic Education;rubric of slides;Senior High School Student
Date:	2021-09-07
Issue Date:	2021-12-07 12:12:12 (UTC+8)
Publisher:	國立中央大學
Abstract:	本研究欲探討導入十小時的探究與實作課程前、後，高中生科學推理能力的表現與改變。課程參考十二年國民基本教育課程綱要國民中小學暨普通型高級中等學校-自然科學領域探究與實作學習重點設計，讓學生進行探究與實作中的四個探究學習內容(發現問題、規劃與研究、論證與建模、表達與分享)。本研究採取單組前後測設計，以便利取樣的方式選取桃園市某所高中二年級的學生共29位做為研究樣本，進行共十小時的探究與實作課程單元。研究過程蒐集學生的科學推理能力測驗成績與課堂簡報，利用描述性統計、T檢定、無母數檢定與簡報評分指標進行結果分析。研究結果發現：課程對於提升高中生科學推理能力有統計上的顯著進步；課程將高中生的科學推理能力提升到與國內外理工科系大學生相當。;This study was conducted to examine the performance of and changes in high school students’ scientific reasoning before and after the introduction of a 10-hour inquiry-based practice course. The course was designed to focus on “inquiry and practice” learning in the natural sciences as demonstrated in the Curriculum Guidelines for 12-year Basic Education for Elementary and Secondary Schools as well as General Senior Secondary Schools. During the inquiry-based practice course, students were engaged in four inquiry learning phases: asking a question, planning and research, evidence argumentation and modeling, and presentation and sharing. A one-group pretest-posttest design was applied in this study. A total of 29 tenth grade students in a high school in Taoyuan City were selected as the study sample. The students’ scientific reasoning test scores and classroom presentations were collected during the study and analyzed using descriptive statistics, t-test, nonparametric test, and presentation scoring indicators. The results of the study indicate that the course demonstrated a statistically significant improvement on the scientific reasoning of high school students. The scientific reasoning ability of those high school students was comparable to that of domestic and foreign university students from STEM majors. In this study, the one-group pretest-posttest design was adopted with a technique of convenient sampling(29 G10 students from a local senior high school in Taoyuan City). For this students, there’s a ten hour inquiry and pracetice course to take four course unit sequentially which main tranins argumentation and modeling. The data including the pre- and post- tests of Scientific Reasoning and slides were collected and analyzed with descriptive statistics, t test, nonparametric statistics and scoring indicators of brief report. The results showed that i) students’ scientific reasoning ability was improved significantly after inquiry and practice course; ii) students’ scientific reasoning ability was improved the same as STEM college students at home and abroad; iii) for students in Piaget’s cognitive development concrete operational and transitional stages, their scientific reasoning ability was improved significantly after inquiry and practice course; iv)students’ performance of argumentation and modeling in slides was improved significantly.
Appears in Collections:	[Graduate Institute of Physics] Electronic Thesis & Dissertation

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