(第 16 期)   第八卷第二期   2014 年 6 月 1 日出刊

資訊素養融入國小三年級自然 學習領域「樹朋友」主題探究

Integrating Information Literacy into Third-Grade Science Inquiry Learning: An Example of My Plant Friends

本文關鍵字:探究學習;自然學習領域;資訊素養;Super3 模式;國小三年級 Inquiry Learning; Science; Information Literacy; Super3 Model; Elementary ird Grade

本文摘要

本研究旨在利用Super3 模式將資訊素養融入國小三年級自然 與生活科技領域「樹朋友」主題探究,以檢視學生的資訊素養和 學科內容的學習表現,及老師對此融入課程的看法。整個研究進 行一學期,以參與觀察、訪談、測驗、問卷與文件分析等多元方 法蒐集資料。研究結果發現經由足夠的浸淫時間和活動設計,學 生在計畫階段可以提出簡單具體的問題,但仍偏陳述事實的問題 類型。在執行階段,學生會活用取得資訊的方法,使用便利貼來 統整資訊,樹朋友身分證製作和口頭報告也表現優異,但部分資 料摘要改寫的幅度不大。大部分學生能自我反省,只是仍嫌淺薄, 他們也會發現同儕值得學習的地方。學生在自然「植物的身體」 單元的低層次與高層次學習表現皆有進步,老師對此融入課程提 出三點反省意見。 The purpose of this study was to investigate the students’ performance of information literacy and subject contents on an integrated information literacy instruction in the third-grade science curriculum. The curriculum was designed based on the Super3 model which includes plan, do and review phases. The study lasted for a semester, and data was gathered through participant observation, interviews, surveys, tests, and document analysis. The results showed that information literacy could be integrated into third-grade science curriculum using the Super3 model. The students could pose simple and reasonable questions after given enough immersion time. However, these questions were types of fact declaration, instead of scientific inquiry questions. In the phase of do, students applied learned location skills, used removable stickers to synthesize information, and performed well on tree identification production as well as oral reports. Most students reflected themselves and identified strengths of their classmates. Third-grade students’ science learning both on memory and comprehension was improved through inquiry learning. The teachers expressed three reflections of this instruction.
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