National Academy for Educational Research

　　孩子對於世界如何運作的觀點和概念，經常和科學家的不同，甚至是相反。要學習科學，就須引導他經歷自己概念建構的過程；然而，只讓學生閱讀教科書裡的新資訊，未必能導致知識的建構或重新組構，因為新資訊並沒有和他的先備概念產生連結，也就不會有概念的理解，進而產生有意義的學習。 如何透過閱讀跟教科書內容相關的多文本，幫助學生澄清教科書上的內容。課外閱讀的文本可能對教科書中呈現的現象有不同的描述，而為舊觀念帶來新的洞見與了解，此過程可視為對已知的重新概念化。 本研究是「多文本閱讀訊息連結之閱讀理解策略研究」整合型計畫的子計畫。研究架構是讀者、文本和活動三個交互的元素，對透過閱讀學習所產生的影響，將探討讀者的先前概念(或錯誤概念)、閱讀科學文本組合、及鼓勵學生在K-W-L-Q 活動中邊讀邊想等變項所產生的影響。 研究對象是六年級的學生，藉由KWLQ活動學生填寫內容，比較學生在閱讀前後對於主題所形成的概念。同時從閱讀前後概念圖。瞭解學生在文本和先備經驗的連結情況。研究有以下結果: 1.邊讀邊想(Think along)策略能有效協助學生提取文本關鍵訊息。 2.透過問題的提省(KWLQ)，學生能連結先備經驗和文文本訊息。有效拓展概念的豐富性。 3.多文本互織連結，從資料中沒有看到。學生沒提出文本之間的差異或共同性。或相關的推論。 4.學生缺少多元觀點討論和批判經驗，它是培養科學閱讀素養的重點。也是概念理解學習的關鍵。

　　Children's views and conceptions of how the world works often differ, and even contradict those of scientists. To help students learn science, teachers need to guide them through their own process of concept formation. Reading new information from the textbook alone does not necessarily lead to knowledge construction or reconstruction because new information is not connected to prior knowledge, and therefore cannot lead to understanding of concepts and development of meaning. The theme of this proposal is: how to help students clarify textbook content through related outside readings. The outside texts may describe the phenomenon introduced in the textbook in different ways, and bring about new insights and understandings to original conceptions. This process may be construed as re-conceptualization of prior knowledge. The target of the research is the sixth grade students, we compare the concepts about topics they've formed before and after reading, through the content written by students in KWLQ activity. We understand the connection situation between contexts and pre-experiences by comparing before and after reading concept graphics simultaneously. The results are as following: 1.Think along strategy can effectively help students extract the crucial information from contexts. 2.Reminded by the questions (KWLQ), students can connect pre-experience and the information from contexts, effectively increasing the variety of concepts. 3.We didn't see interconnection between multi-contexts in the data. Students didn't mention the differences, or common, or relative discussion between contexts. 4.Students lack multi-perspectives discussion and judging experience, which is an important point of nurturing disposition and capacity of scientific reading, which is also a crux of concept-understanding learning.