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    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/4630


    Title: 合作寫作對於國小學童科學概念學習之影響;The Effect of Collaborative Writing on Elementary School Students’ Science Concept Learning
    Authors: 黃國鐘;Kuo-Chung Huang
    Contributors: 學習與教學研究所
    Keywords: 科學興趣;科學概念
    Date: 2007-07-13
    Issue Date: 2009-09-22 09:28:47 (UTC+8)
    Publisher: 國立中央大學圖書館
    Abstract: 本研究欲探討合作寫作對於國小學童的科學概念學習與科學學習興趣之影響。從過 去的研究顯示寫作融入國小自然科教學中,確實有助於學生的學習,然而學者發現僅有 高學業成就的學生能從寫作中獲益,對於低學業成就者的幫助相對較少。因此,本研究 在一般的教學情況下,以高、低學業成就兩人同組方式,進行合作寫作,希望藉由合作 寫作活動來增進低學業成就者的寫作表現,更進一步提升他們的概念學習。 本研究以中型國小六年級三班為受試者,而且所有受試者皆由同一位自然科教師任 教。首先,先進行兩班實驗組學生的寫作訓練,讓學生熟悉科學寫作的功能及目的,再 學習利用寫作模版來幫助寫作工作。在四周的實驗過程中,三班受試者皆接受一般的教 學活動,但實驗組則加入寫作活動,其中一班實驗組的寫作任務由兩人共同完成,過程 中可彼此互相討論、分工合作,而另一班實驗組在沒有同儕的協助下獨立完成寫作;對 照組則進行寫習作活動。最後,利用科學概念量表與科學興趣量來測驗學生的概念學習 及科學興趣的表現,研究發現以下結果: 一、三班受試者在低層次的選擇題表現沒有顯著的差異,合作寫作及獨立寫作班級在高 層次的問答題成績則有優於對照組的傾向,但仍未達統計上的顯著水準。 二、根據科學概念量表的結果,三班受試者皆有顯著的科學概念學習。但進一步從學生 的筆記中發現,在相等寫作量的情況下,兩人合作寫作對於學生的高層次的概念學 習有正向的助益,特別是提升低學業成就學生的概念學習表現。 三、由教師的訪談得知,在實驗組A 班的學習表現及寫作內容優於實驗初期;從錄影帶 發現,合作寫作活動有助於低學業成就學生的學習表現及學習興趣。 本研究雖然兩班實驗組與對照組在概念量表的成績沒有顯著差異,但由教師的訪 談、學生的筆記及上課的錄影帶發現,合作寫作有助於低學業成就學生的概念學習及學 習興趣,其結果仍須重視。 This study investigated the effects of collaborative writing (Paired Writing) on the science concept and attitudes to writing in elementary school students. According to past researches, we found it is beneficial to let students write in science classes of elementary school. However, one scholar found that high-ability students gain advantage from writing, but it is little helpful for low-ability students by writing. Therefore, this study aimed at not only enhancing performance of writing by collaborative writing in different-ability pairs with fixed roles as teacher and student under normal classes, but also improving concept learning. In this study, there were three classes of students as subjects, taught by the same one science teacher. First of all, students in two experimental classes were trained to write for two weeks, and let students be familiar with the function of expository writing. Then students learned how to use the framework of SWH. During the experiment, all of subjects got access to normal teaching, but one class of students did collaborative writing, another did individual writing , and the other did restricted writing. After four weeks’ treatment, subjects were tested on their conception and attitude. The results are the followings. The result reveals that the grades of high level concept learning of experimental group are superior to those of control group; however, grades between two experimental classes are not significantly different. Collaborative writing makes a positive impact on the low-ability students in terms of writing skills, concept learning, interests in learning, and academic performance. Moreover, high-ability students’ better concept maintenance is also presented in the result.
    Appears in Collections:[學習與教學研究所 ] 博碩士論文

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