社會性科學議題教學與科學素養之探討－以太陽能電池為主題
Abstract
本研究旨在探討我國國小六年級學生在「太陽能電池知多少？」之社會性科學議題教學前後，其在能源、電池、太陽能、節能減碳的科學認知變化和3C素養：科學能力素養、合作素養、自信素養的差異情形。研究對象採目的取樣方式，對象為宜蘭市某國小六年級學生，有效樣本數65人。研究採用問卷調查和個別訪談資料，利用SPSS12.0套裝軟體進行建檔，並以獨立樣本t檢定、成對樣本t檢定以及皮爾森積差相關進行資料分析。研究結果發現：在社會性科學議題教學前後，學生之能源、電池和太陽能認知有顯著提升，節能減碳部分則無顯著提升；學生的3C素養項度，科學能力素養、合作素養在教學前後均無顯著差異，僅有自信素養有顯著差異。此外，自然科學成績與科學能力素養、合作素養與自信素養均達顯著相關，顯示教學前即存在自然科學成績較高者較高的3C素養；經過議題教學後，高分組學生在自信素養達顯著差異，低分組學生則在科學能力素養、自信素養皆達顯著差異。最後，依據研究結果，對未來社會性科學議題相關研究提出具體之建議。
This study aims to investigate the sixth graders’ understanding of energy, battery, solar cell, and energy conservation and carbon reduction, as well as the 3C literacies, namely the scientific competence, cooperation ability, and confidence, after the instruction of socio-scientific issues on the topic of “solar cell.” The methods used in this study were questionnaire and individual interviews. Sixty-five valid samples were obtained from the purposive sampling, and they were divided into two groups of high/low achievers on science subject. SPSS 12.0 software was used on collected valid data for independent sample t-test, pair samples t-test, and Pearson product-moment correlation test. Major results are as following: 1. Students’ literacies of energy, battery, and solar cell after the socio-scientific issues instruction are significantly higher than those before the instruction, but not on the part of conservation and carbon reduction. 2. Overall students’ confidence has significantly improved, but no significant differences were found on their scientific competence and cooperation ability. 3. Observing the group difference, significant improvement was found only on confidence aspect for the high achiever group; whereas both scientific competence and confidence were found to be improved significantly by the low achiever group. Furthermore, the 3C literacies and science achievers were found to have positive relationships. Finally, based on the research findings, I offer some specific suggestions for future research related to socio-scientific issues.
This study aims to investigate the sixth graders’ understanding of energy, battery, solar cell, and energy conservation and carbon reduction, as well as the 3C literacies, namely the scientific competence, cooperation ability, and confidence, after the instruction of socio-scientific issues on the topic of “solar cell.” The methods used in this study were questionnaire and individual interviews. Sixty-five valid samples were obtained from the purposive sampling, and they were divided into two groups of high/low achievers on science subject. SPSS 12.0 software was used on collected valid data for independent sample t-test, pair samples t-test, and Pearson product-moment correlation test. Major results are as following: 1. Students’ literacies of energy, battery, and solar cell after the socio-scientific issues instruction are significantly higher than those before the instruction, but not on the part of conservation and carbon reduction. 2. Overall students’ confidence has significantly improved, but no significant differences were found on their scientific competence and cooperation ability. 3. Observing the group difference, significant improvement was found only on confidence aspect for the high achiever group; whereas both scientific competence and confidence were found to be improved significantly by the low achiever group. Furthermore, the 3C literacies and science achievers were found to have positive relationships. Finally, based on the research findings, I offer some specific suggestions for future research related to socio-scientific issues.
Description
Keywords
社會性科學議題, 科學素養, 太陽能電池