科學教育在大學通識課程的實踐──以台大張文亮教授課程為例

Abstract

本研究以台大張文亮教授的「生態工程導論」通識課程為研究個案，研究場域為大學課室，聚焦在科學教育與通識教育互相疊合的部分，針對一位科學通識課程的優良教師進行深入的研究，歸納其通識教育理念、科學教育理念，以及教學行動。研究問題包含：1）個案教師的通識教育理念為何？2）個案教師如何教授科學通識課程？研究方法為質性研究，依循詮釋現象學的概念架構，採用主題式分析法（thematic analysis），運用開放性編碼（open coding）縮減原始資料，系統性分析資料後，歸納出與研究問題相關的「意義單元」。最後，透過夾敘夾議的方式，呈現對「主題單元」的論述與詮釋。研究結果顯示，大學優良教師的科學通識教育理念涵括整合的大學教育理念，重視不同專業科目之間的連結，善用歷史的貫穿性，融合科學、人文與社會。其課程設計運用科學史作為跨科整合的媒材，連結研究及生活案例，鼓勵學生跨域合作，將所學實踐在生活場域，教學設計以多元教學方式強調科學過程，藉由師生互動啟發思考，在課堂上創造體驗機會，讓學生親赴現場或動手做。General education and science education has been widely researched respectively; nevertheless, the combination of the two is relatively unexplored. This research focuses on the teaching philosophy and practices of general education in the field of natural sciences, using qualitative research method with interviews and teaching materials as data based on a particular course offered by Professor WEN-LIANG CHANG at National Taiwan University (NTU). Following the qualitative research method, thematic analysis is performed. Data is analyzed through utilization and categorization. The result of this study shows that a successful general education in science requires integration of university education philosophy, connection between different professional subjects, use of history, and integration of science, humanities and society. This findings give advantages for teachers while designing their science courses in the future.