研究生: |
沈彥宏 |
---|---|
論文名稱: |
科學歌曲的教學對科學學習態度及科學概念學習成就的影響 The influence on Students’ Attitude toward Learning Science and Achievement on Learning Science Concepts through Teaching with designed Science Songs. |
指導教授: | 楊文金 |
學位類別: |
碩士 Master |
系所名稱: |
科學教育研究所 Graduate Institute of Science Education |
論文出版年: | 2007 |
畢業學年度: | 95 |
語文別: | 中文 |
論文頁數: | 122 |
中文關鍵詞: | 科學歌曲 、多元學習理論 、科學學習態度 |
論文種類: | 學術論文 |
相關次數: | 點閱:199 下載:84 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
本研究旨在探討「科學歌曲」融入教學活動對國中學生自然科學的學習成效及學習態度的影響。研究以準實驗研究的方式進行,並以台北市大同區94學年度某國中二、三年級為研究對象,其中二、三年級分別為116位132位學生。針對「自然與生活科技」二年級下學期的「力是什麼」,以rap的方式將該單元主要內容編寫成「饒舌科學歌曲」;又針對三年級下學期「電功率」內容,以兒歌「小蜜蜂」的旋律發展「科學兒童歌曲」。本研究根據上述二個單元發展紙筆式的學習成就測驗工具,並修改學習態度的量表,作為瞭解科學歌曲教學成就的量測工具;此外,並以晤談的方式探討學生對科學歌曲教學的評價。準實驗的程序如下:在單元教學活動結束後,先施以前測;實驗組以科學教學歌曲教學作為該單元的複習,而控制組則是以單元摘要講義的講述來複習該單元的內容,其後再施以後測,並於一個星期後實施延宕測驗。[抽取若干名學生進行訪談]
主要研究發現如下:
1.「科學歌曲-兒歌」的教學對於提昇學生科學學習概念成效有良好的效果,實驗組優於對照組,其中:
(1)「科學歌曲-兒歌」自然高分組及中分組的表現中,實験組均優於對照組,只有在低分組的部份未達顯著差異。
(2)「科學歌曲-兒歌」音樂高分組及中分組的表現中,實驗組均優於對照組,只有在低分組的部份未達顯著差異。
2.「科學歌曲-rap」的教學對於提昇學生科學學習概念成效有良好的效果,實驗組優於對照組,其中:
(1)「科學歌曲-rap」自然高分組、中分組及低分組的表現中,實験組均優於對照組。
(2)「科學歌曲-rap」音樂高分組、中分組及低分組的表現中,實驗組均優於對照組。
3.就實驗組學生來說,在「我對上理化課的態度」、「我與同學之間的關係」、「我對自己的要求」、以及「我對老師的感覺」等「科學學習態度」的四個向度中,均有顯著提昇。
The main purpose of this study was trying to figure out the influence on students’ attitude toward learning science and their achievement on learning science. The study was a quasi-experimental design. After receiving the teaching with designed science songs, the experimental group was asked to accomplish the science concept achievement test and the questionnaire toward learning science. On the other hand, the control group was also asked to take the science concept achievement test, while taught with simple lecture. In this study, we had two kinds of the designed science songs. One was based on the children’s song with the concept of electric power, and the other was a rap designed according to the concept of force. Furthermore, both the experimental and control groups were classified into three groups as high-scored, middle-scored, and low-scored according to their science and music academic achievement. After the researcher compared the results, the major findings were as follows:
1.The result of the experimental group was more effective than the control group by using the science songs revised from the children’s song.
(a)By comparing the results of the science high-scored and the science middle-scored group, there were significant differences between the experimental group and the control group. However, there was no significant difference between them through comparing the results of the science low-scored group.
(b)By comparing the results of the music high-scored and the music middle-scored group, there were significant differences between the experimental group and the control group. However, there was also no significant difference between them through comparing the results of the music low-scored group.
2.The result of the experimental group was more effective than the control group by using the science songs designed to be a rap.
(a)By comparing the results of the science high-scored, middle-scored and low-scored group, there were all significant differences between the experimental group and the control group.
(b)By comparing the results of the music high-scored, middle-scored and low-scored group, there were all significant differences between the experimental group and the control group.
3.The results of the effects about the students’ attitude toward learning science were significantly promoted in four dimensions. They were “My attitudes toward science class”, “My relationship with my classmates”, “My request to myself”, and “My feelings about my teacher.”
一、中文部份:
Goodman, K. 著,洪月女 譯(1998),談閱讀。台北:心理出版社。
Bennett, Andy 著,孫憶南 譯(2004),流行音樂的文化。台北,書林。
Thomas Armstrong 著,李平 譯(1997)。經營多元智慧:開展以學生為中心的教學。臺北:遠流。
王文科(1991)。認知發展理論與教育:皮亞傑理論的應用。台北:五南圖書出版公司。
李國海(2002)。電腦輔助教學對於國小四年級學童科學概念學習和科學態度之影響。國立台中師範學院碩士論文,未出版,台中。
吳美玲(2001)。兒歌在幼兒音樂課中的觀察與分析研究。國立臺灣師範大學音樂學系碩士論文,未出版,台北。
吳英豪(2000)。國小學生對養動物與種植物之科學態度調查研究。國立台中師範學院碩士論文,未出版,台中。
林朱彥(1993)。由創造思考教育看近代兒童教育思潮之發展。台南師院學報,第26期。
林朱彥(1997)。兒歌與童謠中的音樂天地。台北:師大書苑。
林世娟(2001)。國小學童「科學態度」及「對科學的態度」之研究-以植物的生長教學活動為例。國立台北師範學院碩士論文,未出版,台北。
林朝陽(1995)。奧福教學法簡介。國教輔導,第34卷第6期。
林朝陽(1996)。著名音樂教學法—高大宜教學法。國教輔導,第35卷第6期。
柯華葳、李俊仁(1997)。國小低年級語音覺識能力與認字能力的發展;一個縱貫的研究。國立中正大學學報,7卷,1期:49 - 66。嘉義,國立中正大學。
柯華葳(1999)。閱讀能力的發展。蒐入曾進興 編,語言病理學基礎〈第三卷〉,(81-120頁)。台北:心理出版社。
柯華葳,李俊仁(1999)。閱讀困難理論架構及驗證。發表在國立台灣師範大學:學童閱讀困難的鑑定與診斷研討會。
陳明男(1980)。兒童發展。台北:渤海堂文化公司印行。
陳龍安(1988)。創造思考教學的理論與實際。台北:心理出版社。
莊嘉坤(1991)。科學態度的評量。國教天地,90,76-86。
莊嘉坤(1996)。邁向二十一世紀的師範教育-國小自然科教師應具備對科學的態度內涵之探討。國立台東師範學院八十五學年度師範學院教育學術論文發表會。台東。
莊嘉坤(1997)。學童對自然科的態度與科學學習。國教天地,121,26-34。
程小危(1986)。習國語幼兒最初期語法規則之本質及其可能的學習歷程。中華心理期刊,28卷,93 – 122。
程小危(1989)。「不」跟「沒有」─習國語幼兒初期否定句發展歷程。中華心理期刊,30卷,47 – 63。
張春興(1996)。教育心理學—三化取向的理論與實踐。台北:東華書局。
張春興、林清山(1993)。教育心理學。台北:東華書局。
張新仁(2002)。當代教學統整新趨勢—建構多元而適配的整體學習環境。教育學刊,18,43–64。
張顯達(1999)。國語語法的習得歷程。蒐入曾進興 編,語言病理學基礎〈第三卷〉(51-80頁)。台北:心理出版社。
郭俊賢,陳淑惠譯(1999)。多元智慧的教與學。臺北:遠流。
郭琪瑩(1992)。戶外鄉土教學活動實施及其對國小學童科學態度影響之研究--以象山生態探索為例。市立台北師範學院碩士論文,未出版,台北。
黃政傑(1996)。質的教育研究:方法與實例。台北:漢文書店。
黃俊媚(1994)。達克羅士節奏教學法淺釋。國教月刊,第41期。
黃瑞琴(1991)。質的教育研究法。台北:心理出版社。
黃瑞琴(1993)。幼兒的語文經驗。台北:五南圖書出版有限公司。
楊燕玉(2001)。科學故事課程對國小五年級學童科學本質觀與對科學的態度影響之研究。國立花蓮師範學院碩士論文,未出版,花蓮。
劉國權(2001)。STS及科學寫作活動對學童科學概念及科學相關態度之影響研究。市立台北師範學院碩士論文,未出版,台北。
鄭昭明(1997)。認知心理學。台北:桂冠圖書公司。
鄭湧涇、莊雪芳(2002)。國中學生對生物學的態度與相關變項之關係。科學教育學刊,10(1),1-20。
鄭旭泰(2002)。創造思考教學舉例對國小六年級學童科學概念、科學態度及對科學的態度之影響。市立台北師範學院碩士論文,未出版,台北。
蔡竺君(2000)。網路輔助自然科學習對國小學生學習成就及態度影響之個案研究。國立台南師範學院碩士論文,未出版,台南。
蕭奕燦(1995)。中國語言在音樂上的應用,嘉義師院學報,第9期。
二、英文部份:
Blosser, P. E. (1984). Attitude research in science education. ERIC Clearing House for Science Mathematics and Environmental Education. Information Bulletin No.1.
Carin, A. A. (1993). Teaching science through discovery 7E. New York::Macmillan.
Chomsky, N.(1981). Lectures on Government and Binding: the Pisa Lectures. Dordrecht: Foris.
Fraser, B.J.(1978). Development of a test of science related attitudes. Science Education, 62, 509-515.
Gardner, P. L. (1975). Attitudes to science:A review Studies in Science. Education, 2, 1-41.
Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic Books.
Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic Books.
Gega, P. C.(1994). How To Teach Elementary School Science. New York: Macmillan.
Grote, Michael. (1997). Musical Motivation. Science Teacher, v64 n2 p44-46 Feb 1997
Haladyna, T. & Shaughnessy, J., (1982). Attitudes toward science:A quantitative synthesis. Science Education, 66(4), 547-563.
Martion, R. Sexton, C., Wanger, K., & Gerlovich, J. (1994). Teaching science for all children. Allyn and Bacon, Boston.
Michelle Lazar.(2000). Tunes for Tasks, MT-BC Models of Music Therapy Interventions in School Settings. Director of Coast Music Therapy.
Parks, Mary. (1995). Integrate the Arts. Music by Numbers. Instructor, v105 n4 p33-34 Nov-Dec 1995
Piburn, M. D., & Baker, D. R. (1993). If I were the teacher …Qualitative study of attitude toward science. Science Education, 77(4), 393-406.
Pinker, S.(1984). Language Learnability and Language Development. Cambridge, MA: Harvard University Press.
Pye, Cory C.(2004). Chemistry and Song: A Novel Way to Educate and Entertain. Journal of Chemical Education, v81 n4 p507 Apr 2004.
Rohrig, Brian. (2000). Physics Mood Music. Science Teacher, v67 n9 p58,60 Dec 2000
Slobin, D. (1985). Crosslinguistic evidence for the Language-Making Capacity. In D. Slobin (Ed), The Crosslinguistic Study of Language Acquistion Vol. 2: Theoretical Issues. Lawrence Erlbaum Associates.
Schibeci, R. A. (1984). Attitudes to science:An update.Studies in science education, 11, 26-59.
Szagun, G. (1996). Sprachentwicklung beim Kind. München: Beltz Taschenbuch.
Talton, E. L., & Simpson, R. D. (1985). Relationships of attitudes toward self, family and school with attitudes toward science among adolescent. Science Education, 70(4), 365-374.
Turner, Kate; Freedman, Bill.(2004). Music and Environmental Studies. Journal of Environmental Education, v36 n1 p45 Fall 2004
Victor, E. (1989). Science for the Eelementary School. (6 ed). New York:MacMillan.
Yager, R. E., & Penick, J. E. (1986). Preceptions of four age groups toward science classes, teachers, and the value of science. Science Education. 70(4), 355-363.