以科學史歷程短文教材設計之家庭聯絡本對八年級學生科學本質的影響

Abstract

本研究的目的，在將科學史歷程短文融入學生家庭聯絡簿，藉由學生每日閱讀科學聯絡簿內的文章，與針對科學歷程短文提出的科學本質反思問題提問，進行科學寫作的回答，期盼能提升學生的科學本質觀。並提出研究者自行編寫之科學歷程短文教材及其寫作設計背景與寫作手法，盼能對後續科學史教材設計提出新的看法。 本研究選取台北市某兩國中各一班共61名學生參與本研究的聯絡本閱讀介入的研究。採用質量並重的方式收集資料，利用林陳涌（1996）「了解科學本質量表」(UNOS），在一百零一學年度下學期的學期前後進行測驗，並依據學生在科學聯絡簿上進行科學寫作的回答情形，輔助前後測t考驗的差異結果分析。 研究結果顯示，學生在接受科學聯絡簿融入每日科學閱讀與寫作之後，科學本質的提升效果非常顯著（t=-6.75）。而女生在UNOS的分數提升程度大於男生，但是未達顯著水準(P=0.126 > 0.05）。高成就組學生的科學本質觀點的提升程度，是明顯大於低成就組學生（P=0.041< 0.05）。 本研究最後提出有別於科學本質明示教學的方法，利用聯絡本這一種類似課外讀物的閱讀材料，建立學生每日的閱讀與寫作的習慣，透過科學歷程短文與科學本質反思問題寫作，能夠有效提升學生的科學本質觀。並列出本科學聯絡簿的各種使用方法與建議，期許能對學生科學本質的提升有所貢獻。The purpose of this study is to integrate the history of science (HOS) essays into the family contact book in order to enhance students` understandings of nature of science in the way of having them read HOS articles and making written responses to the open-ended questions as daily homework. In this thesis, the author introduces the developmental process of the essay materials, including writing framework and skills, in composing this family contact book with a hope to offer an insight for the design of science history teaching materials in school. The research participants included 61 students from two junior high schools in Taipei City. The data was collected using both qualitative and quantitative methods. The “Understanding of Nature of Science (UNOS)” scale, developed by Lin (1996), was used to examine students’ NOS conceptions before and after the intervention of HOS essays. The study was carried out for an entire semester in 2013. The t test was used to analyze any differences between pre- and post- tests and the students` answers to the open-ended questions in the family contact book served to explain and compare the results. It is showed that the daily HOS essay reading and writing enhances a notable improvement in students’ understandings of nature of science (t=-6.75). The female students have a better increasing level in UNOS than male students but not reach a statistical significance if taken pre-test scores as covariance (F=5.27, p=0.126 > 0.05). High-achieving students have a significantly higher increasing on the understanding of nature of science than low-achieving students do (P=0.041<0.05). Finally, this study proposes the way distinct from explicit teaching approach in the nature of science that is to utilize reading materials in the family contact book to form a habit of daily reading and writing. The author also lists a variety of ways and suggestions regarding how to use such kind of materials to improve students’ understandings of nature of science.