以孔恩的常態科學探究高中師生科學社群中科學探索活動的歷程—參與科學展覽活動之得獎個案分析

Abstract

本研究試圖由高中師生製作得獎科展的研究歷程與經驗，來探討科學研究能 夠完成的重要方法與因素，並分析研究個案中概念改變的機制與特質。 科展的科學研究是一種孔恩所說的「常態科學」（normal science），而孔恩 對其所謂常態科學也分成三類：1.決定重要事實；2.使典範與事實相符合；3.精 鍊典範。而本研究以孔恩的常態科學的意涵為基礎，來加以分析科展中科學研究 的動態歷程，並且在這三類的常態科學活動中，分析師生所面臨的困難與解決歷 程。本研究並根據實踐認識論所強調的理論與實作之間來回辯證的過程，作為本 研究探討學生在實作中發生概念改變的動態歷程。 本研究是以高中全國科展前三名得獎的師生為研究對象，在研究方法上採用 質性化的半結構式訪談為主，每一組約有一至二名教師與一至四名學生，共晤談 十一組，所有的受訪者皆是自願的。 經資料分析後，本研究得到以下的結論： 一、科展的研究問題除了孔恩的三類常態科學研究問題，還包含前典範時期 與異例現象的研究。在本研究中，有七組的研究問題是屬於常態科學的研究問 題。對於科展研究中最大的困難處是找出解釋現象的理論，也是學生花最多的時 間。 二、一個好的研究問題最重要的是找出一個有典範指導解題的問題，由本研 究中發現有六個研究問題是由教師所提出，而教師大多是根據科學理論來找出研 究問題；反之，學生則大多是由現象來提出所欲研究的問題。本研究同時也發現 他們的科學研究，其實就是提出問題、設法修改問題與提出不同解釋的理論，使 能在有限的證據中尋找適當的理論來與研究結果相互的吻合。 三、由分析個案中發現，科學探索歷程的核心是一連串的概念改變，且改變 是逐步發生而非孔恩所謂瞬間轉換的。當理論與證據間發生矛盾時，師生常將此 矛盾認為是證據上有問題，而非是理論有問題，直到證據重複出現，才會試圖去 修正理論。而理論與證據間產生矛盾，是提供研究持續進行的動力。 四、良好的外在環境，如家長的支持、團隊的小組合作等，能提供研究者情 意方面的支持，有助於研究者去面對解題困境而不放棄。 五、師生認為目前實驗課能提供練習實驗操作技能的機會，但對科展研究能 力的培養，則需要先引發學生的內在動機，需要有較長的實驗時間讓學生進行思 考。The purpose of this study is to investigate the important components that contribute toward the success of student’s science project in a science fair. We also try to analyze the mechanism of conceptual change and the characteristics in the case study. The scie ntific inquiry of science fairs is a kind of Kuhn's Normal Science. According to Kuhn's Normal Science, there are three class of problem: 1. determination of significant fact; 2.matching of facts with theory; 3.articulation of theory. This study based on Kuhn's normal science to analysis the dynamic process of the scientific inquiry in the science fairs. According the epistemology of practice, it addresses the process of dialectical between theory and practice; this study is to investigate the dynamic process of the conceptual change in student practice work. For the purposes of our study, we designed an interviewing in-depth semi-structure questionnaire. The study involved eleven teams who got the 41st national science fairs grand awards in the senior high school of Taiwan. Each team’s members have 1~2 teachers and 1~4 students, and all volunteered to participate in this study. Finding from this study are summarized as follow: 1. The research questions of students’ science fairs have categorized into three classes of problem of normal science, the pre-paradigm, and anomaly. In this study, seven research questions belong to the normal science problems. 2. For a good question, the most important is to find a paradigm that can guide the research. In the study, we find that teachers are posing six research questions. Teachers pose research questions based on scientific theory. On the contrary, students pose research questions based on phenomenon. We also find students’ scientific inquiry that is pose a question, modify the question, and give different kind of explanatory theory, let the incomplete evidences and theory can match well. 3. The core of scientific inquiry is a series of conceptual change, and the change is gradually and not as same as kuhn’s Gestalt switch. When the conflict is between theory and evidence, teachers and students usually consider the conflict coming from evidence, not the theory. Until the evidence repeatedly appears, the students started to modify the theory. Solving the conceptual conflict was the central elements of the power of research. 4. A Well-equipped external environment, such as supports from parents and corporative teamwork, can provide the students a good research situation for solving the research puzzles and for persistently doing the experiment. 5. Teachers and students think that lab work can provide an opportunity to practice experimental skill, but developing the scientific inquiry ability and to motivate students internal motivation should be promoted.