• 作者： 顧炳宏、陳瓊森、溫媺純
• 作者服務機構： 1國立彰化師範大學 科學教育研究所; 2國立彰化師範大學 物理學系
• 中文摘要： 本研究目的在發展一介於探究教學和食譜式實驗之間，可作為折衷方案的教學方式─引導發現式教學。研究採準實驗研究設計，針對四個班、總人數135位的八年級學生，以質性、量化資料收集與分析方法並行的方式，探討前述三種不同教學方式對學生的學習成效影響有何差異，並從學生的觀點了解其對於不同教學方式的知覺為何。本研究藉由「密度概念診斷測驗」及「理化教室氣氛問卷」為工具，以前、後測方式收集量的資料並採ANCOVA統計分析，以探討不同開放程度的探究教學策略對學生不同面向上之學習成效與差異；接之以問卷統計結果為基礎，挑選學生與之晤談以收集質性資料，以瞭解學生對於不同教學方式的感受和看法；綜合質與量的資料檢視不同開放程度探究教學之效益和效率。研究結果發現，在概念學習成效上，引導發現式的教學在密度概念學習成效上優於探究教學以及食譜式實驗教學。其次，在學生探究能力培養上，相較於探究教學，引導發現式教學能提供同等的機會和成效且較具引導性。最後，引導發現式教學較可符合教師在現實課室環境中的需求，並作為協助教師改變教學之有效適應性方案。
• 英文摘要： This article intends to explore whether guided discovery teaching can serve as a mediated teaching approach to progress the instruction from traditional recipe style experiment to inquiry teaching. The development of guided discovery teaching for the density concept was described. A quasi-experimental method was employed in this study to explore the influences of three different teaching styles -- inquiry teaching, guided discovery teaching, and the recipe style experiment -- on learning from the students’ perspectives. Through both quantitative and qualitative data analyses it was firstly founded that guided discovery teaching provided significantly better effects than inquiry teaching did on facilitating students’ learning of the density concept. Secondly, it was founded that compared with inquiry teaching, guided discovery teaching produced equivalent result on developing students’ inquiry skills. Finally, it was founded that guided discovery teaching could better meet the demands in practical classroom environment. Hence, we concluded that the guided discovery teaching might successfully perform the role as a mediated teaching approach which is feasible and effective to fill the gap between inquiry teaching and the traditional recipe style experiment.
• 中文關鍵字： 引導發現式教學、物理教學、密度概念、探究教學
• 英文關鍵字： Guided Discovery Teaching, Physics Teaching, Density Concept, Inquiry Teaching