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研究生:李芬靜
論文名稱:科學史教學對高中生科學認識觀影響之研究
指導教授:溫媺純溫媺純引用關係
學位類別:碩士
校院名稱:國立彰化師範大學
系所名稱:科學教育研究所
學門:教育學門
學類:普通科目教育學類
論文種類:學術論文
論文出版年:2009
畢業學年度:97
語文別:中文
論文頁數:117
中文關鍵詞:科學史科學認識觀性別差異
外文關鍵詞:history-integrated scienceScientific epistemological beliefsgender difference
相關次數:
  • 被引用被引用:6
  • 點閱點閱:454
  • 評分評分:
  • 下載下載:47
  • 收藏至我的研究室書目清單書目收藏:3
本研究旨在探討高中學生歷經融入科學史的教學策略前後所呈現的科學認識觀。本研究採準實驗研究法。研究對象為高二自然組學生,共35人。研究工具則使用Tsai和Liu所研發的「多向度科學認識觀問卷」,以五個向度測量學生的科學認識觀。本研究發現,高中自然組學生的科學認識觀頗為一致,平均傾向建構觀點,男女生觀點並無差異。
本研究採用融入科學史的主題閱讀,實施科學史的教學策略後,施以後測,整體而言,學生的分數有提升的現象,且男生的提升幅度大於女生。顯示出科學史的教學策略對學生科學認識觀的提升有幫助。因此建議化學教師在課堂中,兼併使用科學故事閱讀,培養學生具有建構的科學認識觀,並改善男女之間的差異。
The purpose of this study was to investigate senior high students’ scientific epistemological beliefs (SEBs) at the beginning and after the history-integrated science teaching activities. The researcher used quasi-experimental research approach. There were 35 eleventh graders who were interested in the nature science related field joining the study. A multi-dimensions questionnaire in five dimensions developed by Tsai & Liu (2005) is used to assess students’ SEBs. From the perspective of the students’SEBs, these 35 students tend to have constructivist-oriented orientations. There are less gender differences among them.
The researcher used some outside readings related to history-integrated science in classes. As a result, on average, we found boys gaining higher scores than girls. In other words, the history-integrated science teaching did improve studens’ scientific epistemological beliefs (SEBs). Therefore, the researcher suggests that teachers in chemistry can use outside readings related to history-integrated science to develop students’ constructivist-oriendted SEBs and furthermore diminish the gender differences
中文摘要 Ⅰ
英文摘要 Ⅱ
目次 Ⅲ
表次 Ⅴ
圖次 Ⅵ
附錄次
第一章 緒論
第一節 研究背景與動機 1
第二節 研究目的與待答問題 3
第三節 研究範圍 4
第四節 名詞釋義 5
第二章 文獻探討
第一節 科學史融入教學 6
第二節 科學認識觀 20
第三章 研究方法
第一節 研究對象與情境 34
第二節 研究者的理念與角色 36
第三節 研究設計與流程 38
第四節 教學活動設計 41
第五節 研究工具 43
第六節 資料收集與分析 45
第四章 研究結果與討論
第一節 整體科學認識觀面貌 47
第二節 男女學生科學認識觀面貌 64
第五章 結論與建議
第一節 結論 81
第二節 建議 88
參考文獻
中文文獻 92
英文參考文獻 94


表次
表2-1-1 各年代學者提出的科學知識之內容 9
表2-1-2 學者對科學史優點的陳述 13
表2-2-1 認識論的發展時期(Perry, 1999) 22
表3-4-1 科學史閱讀與科學認識觀五個面向之對應表 42
表3-5-1 「待答問題」與「研究工具」對照表 44
表3-6-1 資料來源編碼表 45
表4-1-1 科學觀點問卷各向度的前、
後測 (平均值/標準差)、t 值、p 值 47
表4-1-2 科學觀點問卷IC 向度各單題的前、
後測(平均值/標準差);t 檢定 48
表4-1-3 科學觀點問卷TL向度各單題的前、
後測 (平均值/標準差);t 檢定 53
表4-1-4 科學觀點問卷CT 向度各單題的前、
後測(平均值/標準差);t 檢定 56
表4-1-5 科學觀點問卷SN 向度各單題的前、
後測 (平均值/標準差);t 檢定 58
表4-1-6 科學觀點問卷CU向度各單題的前、
後測(平均值/標準差);t 檢定 61
表4-2-1 科學觀點各向度(性別)前、
後測(平均值/標準差)、t 值、p 值 64
表4-2-2 科學觀點問卷IC 向度(性別)各單題的前、
後測(平均值/標準差);t 檢定 65
表4-2-3 科學觀點問卷TL向度(性別)各單題的前、
後測(平均值/標準差);t 檢定 68
表4-2-4 科學觀點問卷CT向度(性別)各單題的前、
後測(平均值/標準差);t 檢定 72
表4-2-5 科學觀點問卷SN向度(性別)各單題的前、
後測(平均值/標準差);t 檢定 74
表4-2-6 科學觀點問卷CU向度(性別)各單題的前、
後測(平均值/標準差);t 檢定 77


圖次
圖2-1-1 科學發展(Kuhn, 1970) 7
圖3-3-1 研究流程 39


附錄次
附錄一 科學觀點問卷 101
附錄二 科學史主題閱讀學習單 104
附錄三 教學課後問卷 115
附錄四 晤談問卷 117
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