跳到主要內容

臺灣博碩士論文加值系統

(44.210.77.73) 您好!臺灣時間:2024/02/23 10:41
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果 :::

詳目顯示

: 
twitterline
研究生:陳秋燕
研究生(外文):Chiu-Yen, Chen
論文名稱:高中電腦教科書之電腦科學史內容分析
論文名稱(外文):The Analysis of Historical Contents in High School Computer Textbooks
指導教授:吳正己吳正己引用關係
指導教授(外文):Cheng-Chih, Wu
學位類別:碩士
校院名稱:國立臺灣師範大學
系所名稱:資訊教育學系
學門:教育學門
學類:專業科目教育學類
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:65
中文關鍵詞:教科書電腦科學科學史
外文關鍵詞:textbookcomputer sciencehistory of science
相關次數:
  • 被引用被引用:7
  • 點閱點閱:436
  • 評分評分:
  • 下載下載:40
  • 收藏至我的研究室書目清單書目收藏:3
本研究分析高中電腦教科書中電腦科學史的篇幅、描述方式、素材形式、內容屬性、教學定位、學習活動、呈現一致性、及參考資源。研究採內容分析法,研究者首先參考相關文獻,並審酌電腦科學特性建立電腦科學史編碼分析表,接著以七套審定本高中電腦教科書為樣本,由研究者本人與一位資深電腦教師共同進行分析工作。
研究結果顯示,電腦教科書中:(1)電腦科學史篇幅偏少;(2)電腦科學史偏重文字描述;(3)甚少呈現電腦科學事件演進關係;(4)電腦科學史內容主要為技術及科學層面;(5)電腦科學史定位為基本學習內容。建議高中電腦教科書應增加電腦科學史篇幅,並增加非文字型式的素材,描述科學史亦應著重在科學事件的演進關係,並多由人文社會觀點描述科學史。
In this study we examined the historical contents of seven high school computer textbooks endorsed by Ministry Of Education. A history content review checklist for analyzing computer science textbooks was developed. The history contents in each textbook were analyzed from the following perspectives: space allocated, description and organization type, material format, contexts related, consistency of presentation, and referring sources. Two coders, the author and a senior high school computer science teacher, co-analyzed the seven textbooks using the checklist. The findings were drawn from the coded results.
The findings of the study were as follows: (1) Computer science history contents were presented in a relatively small portion in the textbooks. (2) Most of the history contents were presented in the text format only. (3) Few history contents demonstrated the evolution of computer sciences. (4) Most history contents were described from the technical and scientific perspectives. (5) The history contents were a part of required study in the textbooks. We suggested that future computer textbooks should incorporate more history contents. In addition, history contents should be presented more in the graphical format, more on the relationship between scientific events, and more from the societal and humanistic point of view.
表目錄 IV
圖目錄 V
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 3
第三節 研究範圍 3
第二章 文獻探討 4
第一節 科學史與科學學習 4
第二節 教科書科學史分析研究 11
第三節 教科書科學史的分析方法 16
第三章 研究方法 22
第一節 研究對象 22
第二節 研究工具 24
第三節 分析步驟 32
第五節 資料分析 34
第四章 結果與討論 35
第一節 篇幅 35
第二節 描述方式 38
第三節 素材形式 45
第四節 內容屬性 49
第五節 教學定位 51
第六節 學習活動 52
第七節 呈現一致性 52
第八節 參考資源 53
第五章 結論與建議 54
第一節 結論 54
第二節 建議 58
參考文獻 60
附錄一 電腦科學史篇幅分析表 64
附錄二 電腦科學史內容分析表 65
吳正己、龐能一(1995)。類比在高中職計算機概論教科書的應用分析。師大學報,40,157-185。

吳正牧(1994)。我國中小學教科書供應品質研究。台北︰台灣書店。

呂紹海(2007)。國小自然與生活科技教科書中科學史內容的分析研究。未出版碩士論文,國立新竹教育大學。台北市。

巫俊明(2002)。運用科學史增進學生對於科學本質的了解。國教世紀,199,61-68。

林弘庭(2005)。國內大專物理教科書之內容分析。未出版碩士論文,臺中師範學院。台中市。

邱玉如(2003)。國內大專用書「自然科學概論」之內容分析。未出版碩士論文,臺中師範學院。台中市。

洪振方(1997)。科學史融入科學教學之探討。高雄師大學報,8,235-246。

教育部(1996)。高級中學課程標準。台北:作者。

教育部(2005)。高級中學課程標準。台北:作者。

陳勇志(1996)。融合科學史於國中理化科教學之評估研究。未出版碩士論文,國立高雄師範大學。高雄市。

傅麗玉(2001)。兒童科技史:台灣兒童讀物中科技史材料之研究。科學教育學刊,9(4),417-434。

劉佳芸(2003)。以布魯姆認知分類修正版分析高中電腦教科書之研究。未出版碩士論文,國立臺灣師範大學。台北市。

賴皇觀(2001)。高中電腦教科書「中央處理單元」概念呈現之分析。未出版碩士論文,國立臺灣師範大學。台北市。

AAAS (American Association for the Advancement of Science) (1989). Project 2061: Science for All Americans.

AAAS (American Association for the Advancement of Science) (1993). Benchmarks For Science Literacy.

Brackenridge, J. B. (1989). Education in science, history of science, and the textbook- Necessary vs. sufficient conditions. Interchange, 20(2), 71-80.

Brush, S. G. (1974). Should the History of Science Be Rated X? Science, 183(4130), 1164 -1172.

Brush, S. G. (1989). History of science and science education Interchange, 20(2), 60-70.

Drakopoulou, M., Skordoulis, C. & Halkia, K. (2005). History of Science in 20th c. GREEK Science Textbooks of Primary Education. Paper presented at the Proceedings International History, Philosophy and Science Teaching Conference, p. 12,. from http://www.ihpst2005.leeds.ac.uk/papers/Drakopoulou.pdf.

Gal-Ezer, J., & Harel, D. (1998). What (else) should CS educators know? Communications of the ACM, 41(9), 77-84.

Galili, I., & Hazan, A. (2000). The influence of an historically oriented course on students' content knowledge in optics evaluated by means of facets-schemes analysis. American Journal of Physics 68(1), S3-S15.

Galili, I., & Hazan, A. (2001). Experts' Views on Using History and Philosophy of Science in the Practice of Physics Instruction. Science & Education, 10(4), 345-367.

Gauld, C. (1991). History of science, individual development and science teaching. Research in Science Education, 21(1), 133-140.

Gil, D., & Solbes, J. (1993). The introduction of modern physics: overcoming a deformed vision of science. International Journal of Science Education, 15(3), 255-260.

Impagliazzo, J., Davies, G., Lee, J. A. N., & Williams, M. R. (1997). History in the Computing Curriculum [Electronic Version]. Retrieved 2008/03/17 from http://www.hofstra.edu/pdf/CompHist_9810rprt.PDF.

Impagliazzo, J., & Lee, J. A. N. (2004). Using history to enhance computing courses. ACM SIGCSE Bulletin 36(3), 238-238.

Kipnis, N. (1998). A History of Science Approach to the Nature of Science: Learning Science by Rediscovering it. The Nature of Science in Science Education.,5, 177-196.

Lee, J. A. N. (1996). Those who forget the lessons of history are doomed to repeat it : or, Why I study the history of computing IEEE Annals of the History of Computing, 18(2), 54-62.

Lee, J. A. N. (1997). History in the computer science curriculum. ACM SIGCSE Bulletin, 29(4), 2.

Lee, J. A. N. (2000). History in Computer Science Education: Across the Curriculum Initiatives. ACM SIGCSE Bulletin, 32(4), 9-10.

Leite, L. (2002). History of Science in Science Education: Development and Validation of a Checklist for Analysing the Historical Content of Science Textbooks. Science & Education, 11(4), 333-359.

Lin, H.-S. (1998). The effectiveness of teaching chemistry through the history of science. Journal of Chemical Education, 75(10), 5.

Lin, H.-S., Hung, J.-Y., & Hung, S.-C. (2002). Using the history of science to promote students' problem-solving ability. International Journal of Science Education, 25(5), 453-464.

Lin, J. M.-C., & Wu, C.-C. (2007). Suggestions for content selection and presentation in high school computer textbooks. Computers & Education, 48(3), 508-521.

Mahoney, M. S. (1993). What Makes History? Paper presented at the Second History of Programming Languages Conference (HOPL-II).

Matthews, M. R. (1994). Science Teaching: The Role of History and Philosophy of Science. New York: Routledge.

Maurer, W. D. (1996). Attitudes toward the go-to statement (or, hydrogen considered harmful). Computers & Education, 26(4), 207-213.

Monk, M., & Osborne, J. (1997). Placing the History and Philosophy of Science on the Curriculum: A Model for the Development of Pedagogy. Science Education, 81(44), 405-424.

Níaz, M. (2000). A rational reconstruction of the kinetic molecular theory of gases based on history and philosophy of science and its implications for chemistry textbooks. Instructional Science, 28(1), 23-50.

Orpwood, G. W. F., & Souque, J.-P. (1984). Science Education in Canadian Schools. Volume I. Introduction and Curriculum Analyses. Background Study 52 [Electronic Version], 218 from http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED243666&ERICExtSearch_SearchType_0=no&accno=ED243666.

Roach, L. E., & Wandersee, J. H. (1995). Putting people back into science: Using historical vignettes. School Science and Mathematics, 95(7), 365-370.

Rupf, J. A. (2004). Teaching the history of computing (painlessly). Journal of Computing Sciences in Colleges, 20(2), 7.

Rutherford, F. J. (2001). Fostering the History of Science in American Science Education Science and Education, 10(6), 569-580.

Schecker, H. P. (1992). The paradigmatic change in mechanics: Implication of historical processes for physics education. Science and Education, 1(1), 71-76.

Solbes, J., & Traver, M. (2003). Against a Negative Image of Science: History of Science and the Teaching of Physics and Chemistry. Science & Education, 12, 703-717.

Souque, J.-P. (1987). Science Education and Textbook Science. Canadian Journal of Education 12(1), 74-86.

Stocklmayer, S. M., & Treagust, D. F. (1994). A historical analysis of electric currents in textbooks: A century of influence on physics education. Science & Education, 3(2), 131-154.

Staver, J. R., & Lumpe, A. T. (1993). A content analysis of the presentation of the mole concept in chemistry textbook. Journal of Research in Science Teaching, 30(4), 321-337.

Tuck, A. B. (Ed.). (1991). Computing Curricula 1991: Report of the ACM/IEEE-CS Joint Curriculum Task Force.

Whitman, D. (2004). The mad, mad world of textbook adoption. Washington DC: Thomas B. Fordham Institute.

Wu, C.-C., Lee, G.-C., & Lai, H.-K. (2004). Using Concept Maps to Aid Analysis of Concept Presentation in High School Computer Textbooks. Education and Information Technologies, 9(2), 185-197.

Wu, C.-C., Lin, J. M.-C., & Lin, K.-Y. (1999). A content analysis of programming examples in high school computer textbooks in Taiwan. Journal of Computers in Mathematics and Science Teaching, 18(3), 225-244.
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top