多元的科學史融入課程對國中生科學本質學習的影響

Abstract

如何提升學生科學本質已是目前科學教育中重要的一環，本研究目的為瞭解多元的科學史融入課程(以下稱研究課程)對學生科學本質觀的影響以及學生如何利用課程詮釋其科學本質觀。研究課程於一公立國中八年級六個班級中實施。採用量性與質性混合的研究方式來分析課程對於學生科學本質觀的影響。量性資料採用林陳涌(1996)提出的「了解科學本質量表(UNOS)」瞭解學生在課程進行前、後的科學本質觀及其差異。質性資料為藉由訪談深入瞭解學生對於結合科學史影片課程的想法及課程內容對於學生科學本質觀的影響。UNOS結果顯示經過研究課程後，學生在UNOS量表中科學知識的本質面向中具有顯著提升。分析學生訪談後發現，藉由教師在教學中提問引導可協助學生瞭解科學史中呈現的近代科學本質概念，也顯示科學史融入的課程能夠引起學生對於科學學習的興趣。Improving students’ views of nature of science (NOS) is an important object of science education. The purpose of this study is to investigate the impact of a multiple history-of-science based instructional unit on students' views of NOS and how students draw on the learning contents to interpret their views of NOS. A total of 115 8th-grade students in a junior high school participated in the study. This study adopted a mixed method approach to investigate the influence of the course on the students' views of NOS. Regarding the quantitative part, this study uses the "Understanding of the Nature of Science (UNOS)" to survey students' views of NOS before and after the instruction. The qualitative part employed interviews to probe deeper into the students' ideas about the NOS course and their own interpretations of NOS. The UNOS results indicated that after the NOS course, the students’ view of NOS significantly improved regarding the second dimension of the nature of scientific knowledge. The analysis of student interviews showed that involving the students in question-guided NOS discussions can help them to reflect on and gain deeper insight into their understanding of NOS involved in the science history. In addition, the history-based, question-guided NOS course might arouse the students’ interest in science learning.