科學史及社會性科學議題融入基礎化學課程對學生科學本質理解的影響

Abstract

本研究旨在探討教學者在高一基礎化學（一）課程中融入科學史及社會性科學議題後對學生科學本質理解的影響。配合課本單元順序先進行八週的科學史教學融入，採講述式教學，內容以課本提及的為主再進行額外補充；接著進行為期四週的社會性科學議題融入課程，以時事「無核家園」為題探討太陽能取代核能的可能性，以修正式學習環教學，搭配小組討論、角色扮演、辯論和發表。研究對象為新北市某公立高中一年級學生，共三個班，有效樣本共97位。研究工具使用VOSTS9問卷，依序在學期初、科學史教學介入後及社會性科學議題教學介入後進行三次施測，並以McNemar卡方分析處理數據；社會性科學議題教學介入後會另請學生填寫關於主觀性、經驗性及暫時性的學習單，依其內容評定科學本質理解之觀點。研究結果顯示高中生的科學本質在「科學知識的特性」項目多數持有理性觀點，「假說、理論與定律」項目持有理性觀點的人數最少。科學史教學後，學生在「科學方法」與「發明假設」這兩項科學本質理解有顯著提升。社會性科學議題教學後，學生在「領域間的調和性」及「分類系統」這兩項科學本質理解有顯著下降；「主觀性」及「經驗性」僅不到三成的人具有理性觀點。研究最後對科學史及社會性科學議題融入教學和評量方法提出建議與改善，期許對未來科學本質理解提升的相關研究有所貢獻。The purpose of this study is to integrate history of science (HOS) and socio-scientific issues (SSI) into fundamental chemistry course for affecting students' understandings of nature of science (NOS). The HOS course lasted for eight weeks first, then SSI for 4 weeks. The HOS content is based on textbooks taught in didactic manner with supplementary instruction. SSI topic “non-nuclear homes” about replacing nuclear power with solar energy is taught by referring to the revised learning cycle, in accordance with group discussion, role playing, debating, and presentation. Participants included 97 tenth-grade students in New Taiper City. The part 9 of“Views on Science-Technology-Society” (VOSTS9) questionnaire was used to examine students’ NOS understanding before and after both instruction interventions. Data from valid sample were analyzed with McNemar Chi-square test. After SSI instruction, students were also asked to answer an open-ended questionnaire containing assessement about the subjective, empirical, and tentative nature of science. Results showed that most of senior high school students hold informed views on “characteristics of knowledge”, but naive on “hypotheses, theories and laws”. Students’ views on “scientific method” and “invention of hypotheses” improved significantly after HOS instruction, but significantly became worse on “coherence of concepts across disciplines” and “classification schemes” after SSI instruction. It is also found from answers to open-ended questionnaire that less than 30% of students held informed views on the subjective and empirical nature of science. Finally, this study proposes the way of HOS and SSI integrated into regular science instruction, which is intended to contribute to future research on improving the understanding of NOS.