摘 要
本研究的主要目的是探討融合POE探究策略與科學寫作的教學，對於國小六年級學童有關「簡單機械」的概念改變、科學過程技能及自然與生活科技教學中教室環境的影響。研究採準實驗研究前、後測設計，以國小六年級兩班學生為研究對象。研究工具包括簡單機械二階層概念診斷測驗、科學過程技能測驗及自然科教室環境量表，此外也蒐集教室教學錄影、學生科學寫作學習單及教師省思日誌等資料。研究結果顯示，不管是融合POE探究策略與科學寫作教學或POE探究策略教學都能顯著增進學生的簡單機械概念，但學生之簡單機械概念不會因為參與不同教學活動而有顯著差異存在。融合POE探究策略與科學寫作的教學活動並無法顯著增進學生的科學過程技能，甚至若單獨實施POE探究策略教學活動，有可能顯著降低學生的科學過程技能。不過學生的的科學過程技能不會因參與不同教學活動而有顯著差異存在。不管是融合POE探究策略與科學寫作教學或POE探究策略教學，不僅無法明顯改善教室的環境，同時還有明顯的負向效果。不過在參與不同教學活動後，兩組學生的教室環境並沒有顯著差異。至於教師在進行融合POE探究策略與科學寫作的教學時可能遭遇到的困難包括：(1)學生不願意發表自己寫作單的內容；(2)在全班發表後，學生會塗改寫作單上的預測內容與理由；(3)教師提出的實驗問題過於簡單無法造成強烈的衝突情境；(4)學生無法專心聆聽別人的報告；(5)部分學生無法用心撰寫學習單；(6)學生的寫作時間不易掌控；(7)小組活動中組員之間的互動可能影響學習。最後並針對這些結論提出對教學及未來研究的建議。

Abstract
The purpose of this study was to examine the effectiveness of incorporating science writing into Predict-Observe-Explain (POE) technique on promoting sixth graders’ understanding of simple machine, science process skill, and perception of classroom environment. The study used a pre-posttest quasi-experimental design. The sample consisted of 55 sixth grade students in two classes. Students in control group were taught by POE tasks only while students in experimental group were taught by incorporating science writing into POE tasks. Data collection involved surveys which are designed to probe students’ understanding of simple machine, science process skill, and perception of classroom environment, classroom observation, students’ writing in science, and teachers’ reflective journal. The results were as follows: (1) both of the strategies (POE tasks and incorporating science writing into POE tasks) can promote students’ understanding about simple machines, but the impact of the two strategies on sixth graders’ understanding about simple machines was not significant; (2) the incorporating science writing into POE tasks did not differentially affect students’ science process skill acquisition, however, the POE tasks may negatively affect students’ science process skill proficiency, but the impact of the two strategies on sixth graders’ science process skill was not significant; (3) both of the strategies not only can not improve students’ perception of classroom environment, but also may negatively affect students’ perception of classroom environment, but the impact of the two strategies on sixth graders’ perception of classroom environment was not significant; (4) the difficulties teachers may encounter when incorporating science writing into POE tasks include: (a) students may not willing to present the content of their science writing; (b)the tasks teacher provided may be overly simple for students such that they are unable to produce the conceptual conflict for students; (d) it is difficult to control students' writing time. Finally, implications for science instruction and future research were discussed.

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