• 作者： 江新合
• 作者服務機構： 國立高雄師範大學科學教育研究所
• 中文摘要： 本研究係將應用建構式課程設計理論、概念重建理論及個別化教學理論等所設計的新單元教材，交由代表台灣南部的院轄市區、省轄市區、鄉鎮縣轄市區、沿海漁鹽區、及偏遠山地區等不同教學環境的六所國民中學進行實驗組對控制組的比較實證研究。在五所國民中學中，各選出二位代表性的科學教師，又在科學教師任教的班級中，各選出一班為實驗班，另一班為控制班。另一所代表偏遠山地區的學校，因理化教師很少，故只能從一人所教的班級中，選二班為實驗班，另二班為控制班。 研究設計為，其中〝X〞表示新教材的教學，而〝O〞表示資料收集，其量具有四，分別為：（1）各單元教材的前後測試題，（2）學生學習實驗教材後之評價問卷，（3）實驗組教師對教學相關問題的看法調查，（4）做為前後測之用的科學過程能力測驗。研究結果顯示，新教材受到學生正面的評價，且其教學成效超過原來理化課本的教學成效。新教材亦受到科學教師的正面評價，尤其認為新教材重視學生自我省思、實際生活上的應用問題，及問題討論，有利於協助學生發展解決問題的能力，並提高學習的興趣。
• 英文摘要： This research paper seeks to find out：(1) the effectiveness of a teaching unit which is developed in accord with theories of constructivism;(2) students’attitude toward teaching strategies associated with the experimental teaching material;(3) teachers’view of constructivist teaching material. Six schools of different socio-economic regional backgrround in southern Taiwan were chosenfor this experiment. In each of these schools, two classes were chosen for experimentation, onedesignated as the experimental class, the other as the control class. This research paper seeks to apply the theories of constructivism, knowledge restructuringand individualized teaching to the design of new teaching material on buoyant force-relatedknowledge in the junior high school textbook. Six experimental junior high schools were chosenfrom different regions: an Executive Yuan-dominated city, a Provincial Government-dominatedcity, a county-dominated city, a coastal area and a mountainous area. All of the areas arein the southern part of Taiwan. Five of the six schools each had two representative scienceteachers. Two classes were formed from the representative science teachers’classes. One wasdesignated the experimental class; the other the control class. The sixth school, located inthe mountainous area, has only one science teacher. Two classes were formed from the repre-sentative science teacher's classes. Similarly, one was the experimental class; the other the controlclass. The study design was, in which“X”represents use of the new teaching material,and“O”represents data collecting. Four tools of measurement were used in this study:(1）Pretest-posttest of learning achievement for each chapter.(2) Questionnaire for students’evaluation of new teaching material.(3）Science-teachers’perceptions questionnaire (by interview) relating to the problems of science teaching of the experimental group.(4) Scientific- process ability test for the student. The results of the study showed that the new teaching material received favorable evaluations amongthe students. Also, learning achievement with the new materials surpassed that of the old ones. Thenew teaching material was also welcomed by the science teachers. They appreciated its emphasison student ability for independent reflection. They also approved of its design, which emphasizedboth questions applicable to practical life experiences and open-ended discussion, which in turnfacilitated developing student problem-solving ability and enhanced student learning interest.
• 中文關鍵字： constructivism; knowledge-restructuring; individualized-instruction
• 英文關鍵字： --