建構取向幼兒科學探究教學檢核表之發展

Abstract

本研究旨在發展建構取向觀點的幼兒科學探究教學檢核表，以供有志實施建構取向科學探究教學之幼教師，在教學的指引與檢核上有所依據。本研究首先以文獻分析為研究方法，探討建構相關理論、應用於幼兒科學探究教學的相關研究及建構式科學學習相關量表等，分析出檢核表之架構；其次採取專家效度為研究方法發展檢核表，專家小組共有三十二位成員，由九十九年四月開始至七月份其間進行兩階段的專家效度審查，共同發展出「建構取向幼兒科學探究教學檢核表」。 本「建構取向幼兒科學探究教學檢核表」以「幼兒角色」、「教師引導」、「學習內容」、「學習材料」與「社會互動」等五個教學向度為架構，各包含六個檢核題項，合計三十題檢核題項。本檢核表在兩階段的專家效度審查中，獲得專家小組高度的評價與共識。此以理論與實務為基礎所發展的「建構取向幼兒科學探究教學檢核表」，可成為幼教師進行科學探究教學的指引與檢核之參考。

The main purpose of this study was to develop a checklist with high validity and reliability to measure the level in Constructivism Approach on science inquiry teaching for young children. This study utilized literature research, and two-stage questionnaire of experts as basic research tools. Through the suggestions from two round investigations, the content of the checklist has been modified. The major findings of this study were summarized as following: First, the results indicate that the checklist obtains the appraisal and the mutual recognition. It contains five aspects, which includes six items, with a total of 30 items. The five aspects are as followed: young children’s role, teachers’ guiding, learning content, learning materials and social interactions. Second, this checklist can provide teachers and kindergartens with teaching directions and measurement.