當科學與音樂相遇：設計跨領域課程以促進學生的科學學習興趣

Abstract

本研究旨在設計一門結合科學與音樂的跨領域課程，以提升學生對科學學習興趣（Interest in Science Learning, ISL）。雖然學習興趣長期被認為是教育中不可或缺的要素，但學生對科學學習興趣的低落已促使學者積極尋求有效的教學介入策略。先前研究指出，將物理與其他學科結合有助於提升科學學習興趣，然而，多數設計仍以物理知識為主體，將其他學科作為輔助素材，對於低 ISL 學生的吸引力有限。此外，音樂作為邊界物件（boundary object）的潛力往往被忽略，且相關設計未聚焦在高中階段。為了回應這些缺口，本研究發展了「泛泛知音」課程，結合物理與合唱音樂，聚焦於「音色」主題，期望同時促進學生的音樂學習與科學學習興趣。課程於高中合唱團實施，由合作教師授課，設計理念融入跨領域教學、真實科學學習情境與現象本位學習（Phenomenon-Based Learning, PhBL）。本研究採用設計本位研究（Design-Based Research, DBR）方法，透過多次循環蒐集多元質性資料以優化課程，並以課前後問卷量化檢測學生ISL的變化。質性資料採用主題分析法進行整理與歸納，量化資料則以描述性統計與Wilcoxon符號等級檢定（Wilcoxon Signed-Rank Test）進行分析。研究結果指出，跨領域課程設計需審慎考量相關主題、教學策略、科學知識難度、互動活動及時間配置；結果亦顯示，該課程能有效提升學生的科學學習興趣，並具可行性，未來可供其他高中合唱團採用。除促進學生的科學學習興趣外，本研究亦為跨領域教學設計與推動提供了實務啟示，對後續研究與教學實務具參考價值。This study aimed to design an interdisciplinary course integrating science and music to stimulate students’ Interest in Science Learning (ISL). Although interest in learning has long been recognized as critical to education, students’ low ISL has prompted efforts to explore effective interventions. Prior research has suggested that integrating physics with other disciplines could help enhance ISL. However, most designs emphasized physics content while treating other subjects as supplementary, which may not engage low ISL students. Moreover, the potential of music to serve as a boundary object has been overlooked, and the focus at the high school level remains limited. To address these gaps, this study developed the course Overtones Know the Tone, integrating physics and choral music with a focus on"tone," aiming to support both musical development and ISL stimulation. The course was implemented in high school chorus clubs and taught by a collaborating teacher. It incorporated interdisciplinary instruction, authentic science learning contexts, and phenomenon-based learning (PhBL) principles. A design-based research (DBR) approach was employed, with qualitative data collected from multiple sources across iterations to refine the course and quantitative data gathered through pre-/post-questionnaires to evaluate changes in ISL. Qualitative data were analyzed through thematic analysis, while descriptive statistics and the Wilcoxon Signed-Rank Test were used for quantitative analysis. The findings indicated that interdisciplinary course design requires careful consideration of related topics, teaching strategies, scientific content difficulty, interactive activities, and time allocation. Results also showed that the course effectively stimulated students’ ISL and demonstrated feasibility for adoption by other high school chorus groups. Beyond enhancing students' ISL, this study provides practical insights into the design and promotion of interdisciplinary curricula, contributing to future research and educational practice.