科學教育的新趨勢
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Date
1997-10-??
Authors
趙金祁
Journal Title
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Volume Title
Publisher
臺灣師範大學科學教育中心
National Taiwan Normal University Science Education Center
National Taiwan Normal University Science Education Center
Abstract
筆者由世界觀理論著手，說明人類對科學認知、可能併發自我認知、臨時真理、感覺真理、社會互動生活真理、以及本體真理等五種共相組，且經共相組中的科學理論與常識理論的激盪，提出其在科學教育演變中所面臨的種種人類生存問題。此外，筆者以桃莉與波莉為例，說明科教能預估到的問題重心，并認定其解答不僅有利人類對未來變遷中世局的適應，抑且有助當前家庭與族群倫理規範的重整。
The article discusses the theory of worldview and analyzes the worldview of sciences into five sets of universals, i.e., self-cognition, tentative truth, sense-related, social-interaction live, and ontological conviction worldviews. Under thorough considerations into the scientific and common-sense theories involved in science worldview, some human survival issues relating to the development of science education are raised. The author mentions Dolly and Polly as examples and explains that the foreseeable solutions to science-education problems are not only useful for human benigs to suit to the future changes on the world ,but also helpful to rejuvenate recent ethical morals governing our family and society.
The article discusses the theory of worldview and analyzes the worldview of sciences into five sets of universals, i.e., self-cognition, tentative truth, sense-related, social-interaction live, and ontological conviction worldviews. Under thorough considerations into the scientific and common-sense theories involved in science worldview, some human survival issues relating to the development of science education are raised. The author mentions Dolly and Polly as examples and explains that the foreseeable solutions to science-education problems are not only useful for human benigs to suit to the future changes on the world ,but also helpful to rejuvenate recent ethical morals governing our family and society.