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一位國小自然與生活科技領域教師教學 策略運用之分析

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圖 5-6 各組生態池觀察記錄項目圖……………………………………………80  圖 5-7 各組魚類分類項目分析圖……………………………………………...82
圖 2-1  科學教學的建構模式(引自 Glynn & Duit,1995)
表 3-2  資料編碼代號事例  編碼資料  編碼說明  教學者:還有一種水域呢?譬如說紅樹林,紅樹林在哪         一種水域呢?靠近哪裏?海跟海交界的地方稱         為什麼呢?  小孟:海。  小莊:河海交界。  教學者:河?  小宥:河終。  教學者:河口,河口有一個特色,當漲潮時,水變鹹;         當退潮時,上游的淡水又沖下來了,又變成偏         淡的水域。一下鹹一下淡,鹹淡鹹淡鹹鹹淡淡,         所以,把它分成三種,一個是鹹水水域一個是         淡水水域
表 4-3  水族箱養殖觀察紀錄活動教學安排  觀察時間:數週  地點:該研究者教室  合作方式:小組  活動流程                      第一次養殖活動                      毎天觀察記錄        製作書面報告                          第二次養殖活動                      毎天觀察記錄        製作書面報告  (四)統整報告  本次的活動最後是請學生以統整報告的方式,呈現學習成果。此種教學模式 是教學者的「板模
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