身心障礙學生學習科學的教學策略

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南屏特殊教育民103 年 12 月‧第五期 P55～70

身心障礙學生學習科學的教學策略

黃玉枝

屏東大學特殊教育學系副教授

摘要

科學的教學是為所有的學生而設計，而非只針對那些未來會成為科學家的人。美國IDEA和NCLB法案規定身心障礙學生仍需接受普通教育課程，國內推動特教新課綱，特教教師逐漸重視身心障礙學生科學學習。本文根據過去研究的實證基礎，從身心障礙學生學習科學的基礎談起，分析身心障礙學生學習科學的教學策略，說明身心障礙學生的科學學習課程調整的作法，並提出動手做科學和引導式探究的教學活動設計，期盼能提供特教教師設計身心障礙學生學習科學活動的參考。關鍵詞：身心障礙學生、科學探究技能、動手做科學、教學策略

壹、前言

科學的教學是為所有的學生而設計（Science for All），而非只針對那些未來會成為科學家的人（Jackson, Jackson&Monroe,1983;Turner, 2008）。美國科學促進學會（American Association for the Advancement of Science）（1993）和美國國家科學教師學會（National Science Teachers Association ; NSTA）（2004）均強調不論學習者的能力如何，都要培養他們科學的素養，讓所有

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身心障礙學生學習科學的教學策略

礙學生會接觸科學課程，是因為 IDEA 法案的規定，以及安置在融合教育環境，他們才有機會學習科學課程（Polloway, Patton, Serna & Bailey, 2013）。在《帶起每一個孩子法案》（No Child Left Behind Act of 2001;

簡稱NCLB）針對部份時間或全時制集中式特教班的學生，強調他們仍須接受普通教育課程，且注重期學習內容及評量的調整。故近年來對於身心障礙學生科學學習的實證本位研究，也有漸增的趨勢（Ay e r s , L o w e r y, Douglas & Sievers, 2011）。

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身心障礙學生學習科學的教學策略需在教學上做特定的改變；3.聽覺學習的挑戰，會需要替代的溝通系統限制； 4.難以閱讀課本教材文字資料；5.無法有意義參與課堂討論；6.難以進行操作實驗活動。如何因應身心障礙學生的學習特質，發展有效的教學策略、調整或修正的學習及評量的內容，以適應特殊需求學生的能力，確實是一大挑戰，以下探討適合學生學習特質的科學教學策略。

参、適合身心障礙學生的科學教

學策略

Scruggs、Mastropieri、Berkeley 與 Graetz（2010）研究發現科學教學的實作取向，強調處理 / 探究技能（process/inquiry skills）的運用，並強調結合動手做（hands-on science）和科學探究，這個取向對所有的學生學習科學普遍有效。許多研究發現透過引導式探究（guided inquiry）、動手做科學的設計，身心障礙學生可以有效地學習科學（Lynch, Taymans, Watson, Ochsedorf, Pyke & Szesze, 2007; Mastropieri,

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位課程（universal design for learning ; UDL）的指導原則。UDL 的原則是教材和評量是透過多元的呈現方式，例如視覺、口語和觸動覺，所有的學習者透過

這些方式學習科學內容｡使用UDL 兒童

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