- 作者: 顏瓊芬* 黃世傑**
- 作者服務機構: *靜宜大學通識教育中心人文科 **彰化師範大學生物系
- 中文摘要: The purpose of this study was to explore progression of concepts of science in preservice biology teachers during an open-inquiry research program focused on the ecological physiology of a tree frog (Chirixalus eiffingeri). The project involved 25 students during two spring semesters. Multiple data sources were established, including classroom discussions, group meetings, weekly reflective essay writing, interview transcripts with students and an instructor, and instructor-produced artifacts. All laboratory discussions were audio taped, and field notes during discussion and experiments were taken to enhance our understanding of the students' views of scientific research over time. The results indicated the every participant was more active and aggressive under the setting of the open-inquiry experiments. Initially, most of the participants thought of scientific research as a routine, cut-and-dried process. They associated the nature of scientific knowledge with the process of obtaining it and concluded that the process was objective and unambiguous. We also found that experimental failures (blind alleys) provided valuable practice in essential laboratory skills and techniques. Intra-group and inter-group discussions were vital to the continuation and success of the experiments. Close interaction between the instructor and participants was critical to the success of the experiments. As the participants gained expertise, they assumed greater responsibility for and took control of the experiments. In the end, they become independent from the instructor.
- 英文摘要: 本研究主旨在探究兩個學期,共二十五位職前生物教師在生態學專題研究的實驗課程中,進行開放式探究的過程。此項課程的目標在於提供職前教師在一個真確符實的研究環境中,像科學家一樣的做科學。本課程內涵以探索艾氏樹蛙(Chirixalus eiffingeri)如何適應環境為主要的議題。經由分組之後,職前教師得以自己選擇有興趣的研究主題,確立研究問題,設計實驗,分派實驗工作,完成實驗,以至於實驗報告撰寫。本研究使用詮釋性研究法進行資料收集與分析,在學期之初,每位職前教師均需填寫兩份問卷,並根據問卷進行約一小時,晤談。期末,再進行約一小時的晤談。本研究的主要資料包括二十五位職前教師完成的問卷、每週撰寫的實驗心得反省報告共約三百九十份、每組的每週進度報告共約八十份,晤談及每組每週在全班面前實驗報告的實驗表現的錄影、錄音、期末實驗報告⋯等,以詮釋參與者在不同階段中對開放式探究實驗之觀點與學習風貌,為提高研究的效度,研究者將前述多元資料依據三角交叉法交互審校。結果顯示在實驗過程中,大多數學生對開放式探究實驗持著正向的反應,他們主動地投入認知的學習過程。實驗之初,大部份參與者認為科學研究是例行、呆板及明確的過程,而科學的研究的客觀性是不容置疑的。但實驗結束後,參與者詫異著在實際實驗時,研究過程充滿變數,研究的結果亦不是絕對的,甚且加入許多“人”的因素。實驗結果亦顯示,實驗挫折提供參與者基本的實際操作技巧重要的練習,組內與組間的討論對實驗的成功與實驗的延續上是有必要的。指導老師在實驗過程中扮演很重要的角色。結果顯示,經由開放式探究實驗的訓練,學生漸漸發展為獨立研究者。
- 中文關鍵字: open-inquiry, authentic science, preservice teacher
- 英文關鍵字: --