探究學生對地球科學課程與生活連結的想法與轉變

Abstract

本研究旨在探究學生對地球科學課程與生活連結的想法，以及學生經由不同生活內容融入課程中產生的想法的轉變，並探討如何規劃將生活內容融入地球科學教學中，提供想進行課程開發的教學者作為研究的參考資料。本研究於一所台北市大型高中，其高二班級進行的兩學年「地球科學」課程進行，研究者將研究分為四個階段進行，第一階段為103學年度上學期、第二階段為103學年度下學期、第三階段及第四階段前導研究為104學年度上學期、第四階段為104學年度下學期，每個階段研究者著手設計教學課程、進行教學活動觀察與學習單成果等資料蒐集，將課程進行中遭遇的困難問題，蒐整過後提供下階段修正教學，下個階段是針對上個階段中教師所遭遇的問題，提出改進策略，以實施修正後的教學行動。每學期的課程研究資料將提供下一階段的課程設計的分析資料。 本研究以ADDIE模式發展教學課程，在研究過程中反覆蒐集與分析資料，以進一步修正教學行動，蒐集資料主要來自教師及與學生的文件資料，同時透過學生的文件資料，進行質性研究以了解學生的地球科學觀及生活中的地球科學觀，並分析學生對地球科學課程內容與生活連結的想法。 經四個階段研究發現，學生對於生活中的地球科學觀念，可包含「事物變化與特性」、「事物理解和欣賞」、「事物表現和運用」、「溝通與合作」及「態度與情操」等各生活能力指標，以及「海洋」、「天文」、「大氣」、「地質」與「人與自然環境」等地球科學領域，並且按照課程設計，能將生活內容加入地球科學教課程中並引導學生回答課程相關之地球科學與生活連結內容，因此在十二年國教強調統整各學科的方向中，「生活中的地球科學課程」之發展是相當有可能性的，並可結合社會、語文及綜合活動領域課程實施。並建議未來課程研究設計朝向跨領域、跨課綱及終身學習等方向進行研究。This research aimed to explore the Sophomore"Earth Science in Life" course of a large-scale high school with a long history in Taipei City, and to understand how to effectively carry out the earth science course. Finally, explored how to plan to put life content into the earth sciences course. The research was divided into four stages, the first stage is the first semester of the 103 academic year, the second stage is the next semester of the 103 academic year, the third stage is the first semester of the 104 academic year, and the fourthstage is the next semester of the 104 academic year. In the stage, researcher set out to design teaching courses, conducted observations on teaching activities and collection of learning results, and collected difficult problems encountered in the course of the course. After searching, they were used to provide a discussion on the correction of teaching actions in the next stage; the next stage was aimed at the previous stage. For the problems encountered by teachers, improvement strategies were proposed to implement the revised teaching actions. This research adopted an action research method to collect and analyze data repeatedly in the research process to further correct teaching actions. The data collected mainly come from teachers’ documents, teaching recordings and student documents, and at the same time through students’ documents.Resercher used qualitative research to understand students' thoughts and actions on earth sciences in life. After four stages of research, it was found that students’ concepts of earth science in life can include " Changing and Feature ", " Understanding and Appreciating ", " Expressing and Applicating ", " Communication and Cooperation " and " Attitude and Sentiment " various indicators of living ability, as well as various fields of earth science including "Ocean", "Astronomy", "Atmosphere", "Geology" and "People and the Natural environment" can be included in the course content. See how the course wa designed and added life content in the course of earth science education, the development of"earth science course in life" is quite possible in the direction of the twelve-year state education that emphasizes the integration of various disciplines.