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題名:職前科學教師科學世界觀的研究
作者:王春源
作者(外文):Chun-Yuan Wang
校院名稱:彰化師範大學
系所名稱:科學教育研究所
指導教授:郭重吉
張惠博
學位類別:博士
出版日期:2002
主題關鍵詞:世界觀科學世界觀科學本質本體論方法論因果論價值觀認識論WorldviewScience WorldviewNature of ScienceOntologyMethodologyCausalityValueEpistemology
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本研究主要以自編「職前科學教師的科學世界觀」調查問卷和晤談,來探討職前科學教師的科學世界觀(包括其本體論、方法論、認識論、因果論、價值論和認識論)的看法,並探究其穩定性以及促使其產生改變的因素。
問卷共三十一 題,於89學年度上學期期中考之前,對彰師大理學院大二學生修科學教育課的學生34位與非修科學教育課的學生110位進行前測,並於該學期期末考前一星期以同一工具針對相同樣本作後測;在90學年度上學期初,並以同樣方式,對當時的理學院大二學生修科學教育課的學生33位與未修科學教育課的學生108位作前測,並於該學期期末考前一星期再進行後測。前後測間,修科學教育課的職前科學教師,主要接受「具有反省批判特徵的學習過程」的經驗,而未修科學教育課的職前科學教師,則無此經驗。
職前科學教師的看法經二因子(年度別)乘二因子(是否修習科學教育)的多變量共變(以前測為共變量) 資料分析結果,有十三題顯著改變,有十八題未達顯著改變,顯著差異性表現在修科學教育課班與未修科學教育課班的本體論間、認識論間,以及在年度別上的方法論間,價值觀和因果論則無同樣的結果。從問卷施測結果發現:60%以上的人,同時擁有一些對立的現代科學觀念和後現代科學觀念。而且:
(1)由所有樣本前測資料統計結果,得知分別在各論中具後現代科學觀點的人數(%)大約有:本體論(51.87)、方法論(64.82)、因果論(56.50) 、價值觀(38.97)、 認識論(46.57)。
(2)由所有修科學教育課職前科學教師後測資料統計結果,得知分別在各論中具後現代科學觀點的人數(%)大約有:本體論(54.03)、方法論(61.96)、因果論(54.13)、 價值觀(42.84)、 認識論(53.74)
除問卷外,並於90學年度下學期期初選兩年度每班三位,共十二位,針對「職前科學教師的科學世界觀」調查問卷內容進行晤談,俾檢驗其一致性。綜合問卷及晤談結果發現可使各論項中想法改變的因素有「具有反省批判特徵的學習過程」 (即以具有批判性的作業和建構主義教學程序的方式) 和「課外因素」 (即其專業知識的增加,生活經驗,和相關於科學哲學領域的知識等之體悟)。但以「具有反省批判特徵的學習過程」為使受教班由現代科學觀變成後現代科學觀的主要因素。至於影響本體論、方法論、因果論、價值觀、或認識論等任何一項有關的看法改變,則有許多可能的因素。同一因素的作用可使有些人的「後現代科學觀」的想法轉成「現代科學觀」的想法,或反之。
The primary purpose of this study was to investigate preservice science teachers’ science worldview, including their viewpoints on ontology, methodology, epistemology, causality and value. The stability of their viewpoints and the reasons for them to change were also investigated through the use of a researcher self-developed questionnaire and interview.
There were 31 items in the “Questionnaire of Science Worldview for Preservice Science Teachers”, which was administered in a pre-test to 144 preserver science teachers during their second year at the National Changhua University of Education in the fall of the year 2000. Among the subjects, 34 took a science education course for one semester, while the other 110 did not. A post-test was administered to the same groups of preservice science teachers in the winter of 2000. Such pre- and post-tests were repeated in the 2001 school year, with different groups of preservice science teachers, 33 of them took a science education course, while the rest 108 did not.
Results obtained from a MANCOVA for 2-factors (different school years) by 2-factors (taking science education course or not) indicated that preservice science teachers’ viewpoints significantly changed in 13 items. It was noted that above 60% of the subjects simultaneously held viewpoints which respectively characterize modern science worldview and postmodern science worldview. In addition:
(1) From pretests to all the subjects, it was found that the ratios of the people who held on to postmodern viewpoints were ontology(51.87%), methodology (64.82%), causality(56.50%), value(38.97%), and epistemology (46.57%).
(2) From posttests results obtained for the preservice teachers who had taken science education course, the ratios of the people who held on to postmodern viewpoints were ontology(54.03%), methodology (61.96%), causality (54.13%), value(42.84%), and epistemology(53.74%).
In addition to using questionnaire, 3 preservice science teachers from each of the 4 groups mentioned above were selected and interviewed. A totally of 12 were interviewed in the winter 2001. Results from these interviews were compared with those from the questionnaire for their consistency, and for identifying factors that might influence the change of preservice science teachers’ viewpoints. It was noted that critical and reflective thinking (from the use of critical homework and constructivist teaching approaches) and additional extra-curricular factors (such as, from the increase of the subject content knowledge, everyday experience and understanding about the knowledge of science philosophy) were important influencing factors. Critical and reflective thinking from the use of critical homework and constructivist teaching approaches were the main factors for science-preserver teachers who had taken the science education course to change some of their viewpoints from modern to postmodern worldview. Changes in preservice science teachers’ views on ontology, methodology, causality, value, and/or epistemology were influenced by different factors, in different directions. For instance, from modern to postmodern points of views and vice versa.
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