科學教育月刊

Permanent URI for this collectionhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/162

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    科學素養評量融入國中地球科學教學評量對國中教育會考自然科成績之影響
    (國立臺灣師範大學科學教育中心, 2016-07-??) 張凱翔; 莊舒婷; 陳亞華; Kai-Hsiang Chang; Shu-Ting Chuang; Ya-Hua Chen
    本研究嘗試將科學素養型試題放人園中地球科學月考及小考中，提升學生科學素養及問題解決能力。實驗結果發現學生在經過適當訓練後對科學素養測驗適應情況相當良好，雖然教師命題時逐漸增加科學素養測驗的配分比例，但第l 學期3 次月考平均分數與及格率都有逐漸上升的現象。第2 學期實驗學校更換教師後平時小考並未再安排科學素養型試題，但月考加考科學素養測驗後平均分數與及格率仍維持第l 學期的水準'原本經訓練已得到的能力並不會因此下降。而事後分析學生參加國中教育會考自然科的成續發現，將科學素養評量融人教學評量確實對於提升學生科學素養有幫助，且「研究設計」差異最大也最明顯。將科學素養評量融人教學評量中不但不會對學生成績造成影響，更能促使教師改變教學方式，讓學生學習靈活運用科學知識的能力。
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    我國小學科學課程演進與回顧(下)
    (國立臺灣師範大學科學教育中心, 2012-09-??) 劉俊庚; 邱美虹
    In this paper, we utilize the Republic of China Yearbook of Education and curriculum standards, combined with the existing literatures in science curriculum, and with the description of the historical background, to learn about the trends of science curriculum reforms for elementary schools. Review of science curriculum reforms reflected the content and characteristics of curriculum standards changed over time. After 12 revisions, from the late Qing Dynasty set up natural science in the primary school, to the implementation of Grade 1-9 curriculum, our primary science curriculum revisions show the influential impacts of social, political, war, and other factors in making decisions of their contents and underlying philosophy in science education. Although the announcement of revisions of curriculum standards varied between junior high and elementary schools, the key course contents remain consistent with connections among them. Finally, educational implications for primary and secondary school curriculum standards are discussed.