臺灣博碩士論文加值系統

本研究旨在探討職前國小自然科教師有關科學史與科學哲學的知識及態度。研究對象是37位師範學院數理教育學系自然組四年級即將畢業的學生，其中男生18位，女生19位。研究工具包括開放式問卷調查與半結構式晤談。以改編自King（1991）的「職前國小自然科教師科學哲學與科學史的知識與態度問卷」進行調查研究，以了解職前國小自然科教師有關科學史與科學哲學的背景知識與態度，再根據問卷的答題情形，選擇19位職前國小自然科教師進行半結構式晤談。晤談的目的除了確認受訪者在開放式問卷的想法外，也了解受訪者對科學史與科學哲學的學習意願以及科學史和科學哲學在自然科教學上可能扮演何種角色的想法。
研究結果顯示：（1）職前國小自然科教師科學哲學與科學史的知識明顯不足；（2）多數職前國小自然科教師並未將「了解科學本質」列為其自然科教學目標，也不了解科學史與科學哲學在他/她們嘗試達成自然科教學目標的過程中所能扮演的角色；（3）多數職前國小自然科教師不熟悉九年一貫課程綱要自然與生活科技領域中「科學本質」與「科學與人文」的內容；（4）職前國小自然科教師普遍認同九年一貫課程綱要將科學史納入自然與生活科技領域，但認為要實際落實有很大困難；（5）多數職前國小自然科教師有意願進一步學習科學史與科學哲學。最後並針對這些結果提出建議，以做為未來改進師範學院課程與九年一貫課程實施的參考依據。

The purpose of this study was to investigate preservice elementary science teachers’ knowledge of and attitudes toward philosophy and history of science. Thirty-seven preservice science teachers in a teachers college were invited to participate in this study. All 37 completed an open-ended questionnaire at the beginning of their last semester, nineteen of the 37 were interviewed by the author from one to four weeks after they completed the questionnaires, to investigate their background knowledge, awareness, and interest in philosophy and history of science.
The results indicate that these preservice elementary science teachers had for the most part almost no knowledge in philosophy and history of science. Consequently, most of these preservice elementary science teachers had no idea how to incorporate history and philosophy of science into their teaching of science. However, most of these preservice elementary science teachers expressed an interest in finding out more, through further coursework, and stated that some knowledge of history and philosophy of science is important for science teachers to have. The results further indicate that these preservice elementary science teachers were not familiar with most of the content of Nine-year Integrated Curriculum, especially those chapters related to the history and philosophy of science (e.g. “Nature of Science” and “Science and the Humanities”). These findings may provide a clue to what some of the refinements of current science teacher education program.

第壹章 緒論………………………………………01
第一節　研究背景………………………………01
第二節　研究目的與待答問題……………………03
第三節　名詞釋義…………………………………03
第四節　研究範圍與限制…………………………04
第貳章 文獻探討……………………………………05
第一節　科學教育目標的改變與科學課程的改革………05
第二節　科學哲學觀點的演進與科學本質相關研究………08
第三節　科學史與科學哲學的重要性…………………17
第四節　科學史、科學哲學與師資培育…………………24
第參章 研究方法…………………………………………28
第一節　研究對象…………………………………………28
第二節　研究工具………………………………………30
第三節　研究流程……………………………………………33
第四節　資料蒐集與分析……………………………………36
第肆章 結果與討論…..……………………………39
第一節　職前國小自然科教師科學史與科學哲學的知識………39
第二節　職前國小自然科教師科學史與科學哲學的態度……70
第三節 職前國小自然科教師的自然科教學目標及嘗試達成其目標
的過程中科學史與科學哲學可能扮演的角色…………………98
第伍章 結論與建議…………………………………………111
第一節　結論…………………………………………………111
第二節　建議…………………………………………………115
參考文獻………………………………………………………118
中文部分………………………………………………………118
英文部分………………………………………………………120
附錄……………………………………………………………124
附錄一 職前國小自然科教師科學哲學與科學史的知識與態度問卷124
附錄二 晤談大綱………………………………………………127
附錄三 各分類表回答之受試者編號…………………………128
附錄四 三人小組分類工作舉例………………………………133
附錄五 晤談轉錄逐字稿舉隅…………………………………136

一、中文部分
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林千青（1996）：國小職前教師與在職教師對科學知識本質了解之研究。國立屏東師範學院初等教育研究所碩士論文（未出版）。
林陳涌（1996）：「了解科學本質量表」之發展與效化。科學教育學刊，4（1），1-58。
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侯志洋（2001）：國小自然科教師對科學史融入自然科教學之態度研究。國立台中師範學院自然科學教育研究所碩士論文（未出版）。
侯志洋、許良榮（2001）：國小自然科教師對科學史教學的態度之初探研究。科學教育月刊，242，2-13。
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洪振方（1997）：科學史融入科學教學之探討。高雄師大學報，8期，233-246。
洪振方（1998）：科學教學的另類選擇：融入科學史的教學。屏師科學教育，7，2-10。
翁秀玉、段曉林（1997）：科學史對國小六年級學生理解科學本質之成效。科學教育與研究發展季刊，8期，26-41。
張文華、郭重吉（1995）：科教革新中評量理念的重建。教育研究雙月刊，45，23-30。
張鳳琴（1994）：高雄地區公立高中學生對科學知識的本質之看法。國立高雄師範大學科學教育研究所碩士論文（未出版）。
教育部（2000）。國民中小學九年一貫課程暫行綱要。
莊嘉坤（1999）：從認同的觀點分析學童對科學本質的了解與科學生涯的知覺。科學教育學刊，7（4），343-366。
許良榮（1999）：科學史和科學教育：一些省思與建議。物理教育，3（1），93-101。
許良榮、李田英（1995）：科學史在科學教學的角色與功能。科學教育（師大），179期，15-27。
許玫理（1992）：我國國民中學自然科學教師科學哲學觀點之調查研究。國立彰化師範大學科學教育研究所碩士論文（未出版）。
郭重吉（1982）：美國中小學科學教育的現況與檢討。科學發展月刊，10（12），1041-1046。
郭重吉（1992）：從建構主義的觀點探討中小學數理教學的改進。科學發展月刊，20（5），548-570。
郭重吉（1996）：建構論：科學哲學的省思。教育研究，49，16-24。
郭重吉（1997）：迎接二十一世紀的科學教育。教學科技與媒體，33，3-11。
郭重吉、張文華（2000）：從國教九年一貫課程談教師的專業成長。論文發表於國民教育階段九年一貫課程自然與科技課程發展研究國際研討會。國立台北師範學院。
郭重吉、許玫理（1992）：從科學哲學觀點的演變探討科學教育的過去與未來。彰化師範大學學報，3，531-560。
陳瓊森（1998）：從建構主義觀點談概念形成及概念轉變。國民中學學生概念學習學術研討會。台北市：國立台灣大學。
傅麗玉（1999）：科學家的「不當行為」故事在中等科學教育的價值與意義。科學教育學刊，7（3），281-298。
程樹德、傅大為、王道還、錢永祥譯（Kuhn原著）（1989）：科學革命的結構。台北市：遠流。
楊文金、楊莉川（1998）：從社會認同理論探討高中生傾向科學的態度與科學本質的理解。物理教育，2（1），45-62。
廖麗貞、林寶英、洪振方（2000）：將達爾文演化論發展史融入大學生命科學通識課程之研究。科學教育學刊，8（2），179-198。
趙金祈、李田英、楊文金（1989）：中華民國科學教育發展實況與展望。科學教育月刊，116，2-28。
劉宏文、張惠博（2000）：師資培育與實習教師教學能力研究與問題的評述。台灣教育，591卷，28-40。
鄭子善（2000）：科學故事課程設計之行動研究─以燃燒現象發展史為例。國立花蓮師範學院國小科學教育研究所碩士論文（未出版）。
鄭淑妃（1999）：國小自然科教師科學本質觀之詮釋性研究。國立花蓮師範學院國小科學教育研究所碩士論文（未出版）。
魏明通（1997）：科學教育。台北市：五南。
蘇懿生、黃台珠（1998）：對科學的態度─一個有待研究的問題。科學教育月刊，215，2-13。
二、英文部分
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