師範院校自然科學教育學系演變之探討
Abstract
自然科學教育學系是我國培育小學科學教育師資的高等教育機構，九所師範院校之自然科學教育學系自成立發展至今近二十年已有許多變化。本研究旨在了解自然科學教育學演變歷程，並探討自然科學教育學系在社會中的角色定位。研究使用 文獻分析與深度訪談五位曾任教於自然科學教育學系之教師，與三位於師院數理教 育學系自然組、大學自科系畢業之教師，以瞭解了解(1) 改變的內容、(2) 產生變遷的因素，與(3)改變後的成效。利用 Parsons 的 AGIL 模型進一步探究自科系適應環境的動態過程。研究結果發現:自然科學教育學系面臨社會中少子化、教育開放趨勢，在制度面上師資培育制度的變革，學校發展方向以及考量系上師資專長結構進行轉型。因應諸多挑戰，多數自科系選擇轉型為純科學科系。轉型為應用科學科系利於科系生存，將師資培育目標託給教育學程忽略科學師資的學科教學知識，也受限於自科系本身條件。選擇維持科學教師培育之科系多結合科學專業人才培育雙軌目標。自然科學教育學系在師院改制期間與其他科系相比變化更大，與科學教育之領域特質相關。自然科學涵括內容範圍廣大，與社會環境高度相關、易於與其他領域結合。現存教育制度不利自科系生存，被定位為科任科目、自然科邊緣化，使得自科系逐漸消逝。最後研究根據研究結果對自然科學教育學系之演變歷程提出綜合性的結論與建議。
The Department of Natural Science Education in our country serves as a higher education institution for cultivating elementary school science educators and has undergone significant changes over the past two decades since its establishment. This study aims to comprehensively understand the evolutionary process of the Department of Natural Science Education and explore its role and positioning in society. Utilizing a combination of literature analysis and in-depth interviews with five former instructors from the Department and three teachers who graduated from teacher training institutes' mathematics education departments or university natural science departments, we focus on understanding (1) the nature of the changes, (2) the factors contributing to these changes, and (3) the outcomes post-transformation. The application of Parsons' AGIL model further aids in examining the dynamic adaptation process of the department to its environment. The findings indicate that the Department of Natural Science Education is confronted with challenges arising from societal trends of declining birth rates and changes in teacher training systems. This necessitates a reevaluation of the department's direction and a reconsideration of the structure of teacher expertise. In response to these challenges, many departments opt for a transformation towards pure science disciplines, although this choice poses issues in evaluating the effectiveness of the changes. While transitioning to applied science disciplines may contribute to the survival of the department, it runs the risk of neglecting the pedagogical knowledge of science educators and is constrained by inherent departmental conditions.In the maintenance of science teacher education, some departments adopt a dual-track approach involving both scientific expertise and pedagogical training to ensure the development of educators with a comprehensive skill set.Compared to other disciplines, the Department of Natural Science Education undergoes more significant changes during the teacher training institute restructuring period, a phenomenon linked to the unique characteristics of science education. The broad scope of natural sciences, its high relevance to societal contexts, and its ease of integration with other fields contribute to the department's distinctive evolution. However, existing educational systems present challenges, leading to pressures related to subject assignments and the marginalization of natural sciences, resulting in the gradual disappearance of these departments. In conclusion, this study provides a comprehensive summary and recommendations based on the research findings regarding the evolutionary process of the Department of Natural Science Education.
The Department of Natural Science Education in our country serves as a higher education institution for cultivating elementary school science educators and has undergone significant changes over the past two decades since its establishment. This study aims to comprehensively understand the evolutionary process of the Department of Natural Science Education and explore its role and positioning in society. Utilizing a combination of literature analysis and in-depth interviews with five former instructors from the Department and three teachers who graduated from teacher training institutes' mathematics education departments or university natural science departments, we focus on understanding (1) the nature of the changes, (2) the factors contributing to these changes, and (3) the outcomes post-transformation. The application of Parsons' AGIL model further aids in examining the dynamic adaptation process of the department to its environment. The findings indicate that the Department of Natural Science Education is confronted with challenges arising from societal trends of declining birth rates and changes in teacher training systems. This necessitates a reevaluation of the department's direction and a reconsideration of the structure of teacher expertise. In response to these challenges, many departments opt for a transformation towards pure science disciplines, although this choice poses issues in evaluating the effectiveness of the changes. While transitioning to applied science disciplines may contribute to the survival of the department, it runs the risk of neglecting the pedagogical knowledge of science educators and is constrained by inherent departmental conditions.In the maintenance of science teacher education, some departments adopt a dual-track approach involving both scientific expertise and pedagogical training to ensure the development of educators with a comprehensive skill set.Compared to other disciplines, the Department of Natural Science Education undergoes more significant changes during the teacher training institute restructuring period, a phenomenon linked to the unique characteristics of science education. The broad scope of natural sciences, its high relevance to societal contexts, and its ease of integration with other fields contribute to the department's distinctive evolution. However, existing educational systems present challenges, leading to pressures related to subject assignments and the marginalization of natural sciences, resulting in the gradual disappearance of these departments. In conclusion, this study provides a comprehensive summary and recommendations based on the research findings regarding the evolutionary process of the Department of Natural Science Education.
Description
Keywords
自然科學教育學系, 科學教育演變歷程, 師範院校, Department of Natural Science Education, Evolutionary Process of Science Education, Teacher Training Institutes