余鑑YU,Chien蔡東鐘2019-09-032006-2-272019-09-032006http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G0000KUNLAN%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/96237摘要 本研究旨在探討科技史導向教材融入自然與生活科技學習領域的教 學對國小學生科技素養之影響。研究目的先就科技史融入教材的設計原 則進行分析，再據以進行科技史導向教材設計，並以二班國小四年級學 生為實驗教學的實驗組與對照組，在自然與生活科技學習領域實施教學 實驗，教學實驗後分析本研究設計的科技史導向教材與一般教材，對於 學生學習問題解決能力與科技態度的影響， 並評估融入科技史導向教 材，對學生在自然與生活科技學習領域的學習成效。 研究結果顯示，實驗階段的自然與生活科技學習領域教材中，科技 史內容所佔的份量不足；科技史導向教材的設計採用核心概念問題化的 流程進行；教學實驗結果，採用科技史導向教材的學生，在成就測驗上， 對於高層次思考的問題，答對率較高，但與一般教材組的學生沒有顯著 差異；在科技態度方面與問題解決能力測驗的表現上，科技史導向教材 組的學生其表現優於控制組學生的表現。The objective of this research is in discussing how by blending the teaching material in the orientation of technology history into the teaching on the field of nature and living technology learning, has affected the technology literacy of the elementary school student. This research has first analyzed on the design principle on blending history of technology into teaching material, and based on the design of the teaching material on the orientation of the technology history, and the experiment on implementing instruction of the field on nature and living technology learning, afterward to analyze how the teaching material on the orientation of the technology history and the average teaching material has affected on students’learning and problem solving ability and their attitude on technology, then to evaluate the learning effects in blending in the teaching material of the technology orientation on students’nature and living technology learning. The research result has shown, within the teaching material of the experimental stages of nature and living technology learning, the content of technology history does not occupy much space; the design on the teaching material of the technology history orientation has adapted the procedures of the core concept questioning; the experiment result has shown, for the students who have used teaching material of technology orientation, in the achievement test, they have higher rate of answer correctly on the questions that require higher level of thinking, but compare with the students from the average teaching material group, there is no significant difference; in the area of the technology attitude and the problem solving ability test, the performance of the students from technology history orientation group is better than the performance of the students from the control group.科技史科技態度問題解決technology historytechnology attiudeproblem solve