幼兒「重量概念」多元智能取向科學學習系統之成效分析

Abstract

本研究之科學學習系統，係依據幼兒「重量概念」的發展脈絡，並參考多元智能理念所建構，該系統在學習方面，規劃「Knower（探索）→Doer（器械建構）→Dreamer（問題解決）」三叢集活動，強調學習情境與學習引導的鷹架性；在評量方面，則設計「科學能力－智能傾向－工作風格」三向度評估，著重歷程檔案的建構與多層次分析。為具體檢驗其成效，研究者以24名4～6歲幼兒為對象（含高、中、低智商），隨機分派區分實驗組與控制組，進行半年的實際教學。透過控制組的對照分析與個案的成長追蹤，研究結果顯示，本學習系統具有下列三項成效：(1)可有效提升科學能力（含概念認知、過程技能與科學態度）；(2)可有效提升智能表現，及早窺探智能傾向；(3)可促發正向的工作特質，鑑知孩子獨特的工作風格。

Aimed at the construction of multiple-intelligence-oriented scientific learning and assessment， this study found its theoretical root in weight concept of young children. Children’s learning activity was designed under the framework of Knower (exploration)， Doer(technological construction)， Dreamer (problem solving)， focusing on the scaffolding function of the situated learning and contingent leading. Furthermore， the relevant assessment was three-dimensional designed in the scientific ability， intelligence tendency and working style of young children， emphasizing the procedural construction and multi-level analysis of the portfolios. In order to verify its effectiveness， this research was conducted under the design of random assignment， and the 24 subjects of 4-to 6-year-olds (rated low， middle and high in IQ test) were divided into experimental and controlled groups to receive the instruction for six months. According to the contrasting analysis with controlled group and the follow-up of the learning development of the experimental group， researcher reached the result as following: this learning kit proved to be effective in (1) enhancing young children’s conceptual cognition and procedural skills; (2) probing their intelligence tendency as early as possible and promoting their intellectual performance; (3) facilitating their positive working characteristics and evaluating their individual working style.