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題名：錨定於歷史的教學對職前教師科學概念、科學本質觀與教學態度影響之研究
作者：鄭子善
作者(外文)：Tzu-Shan Cheng
校院名稱：國立彰化師範大學
系所名稱：科學教育研究所
指導教授：張惠博
學位類別：博士
出版日期：2008
主題關鍵詞：錨定歷史教學；探究性實驗；伽利略；月相盈虧；video；inquiry experiment；heliocentric theory；history of science；Galileo
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科學史教學的研發一直是科教界重要的研究議題。近年來，學者們提出可嘗試結合科學史影片及探究性實驗，以使科學史教學能益趨完善。本研究乃依據前述論點，提出「錨定歷史」（Anchored in History, 〔AIH〕）教學模式，並藉此教學模式的實施，探討其對於職前教師的學習成效。
本研究先依據AIH教學模式設計出「伽利略對話錄」教學活動；接著，對27位職前教師進行該活動的教學，教學現場的錄影，以及，蒐集其完成的學習單與天文模型。在教學前後亦分別對這些職前教師進行月相盈虧概念量表、科學本質與科學教育信念量表的施測，以及，半結構式晤談。最後，透過前述量化與質性資料的分析，探討AIH教學對職前教師探究歷程，科學概念，科學本質觀與科學本質教學信念，及其學習感受的影響。
研究結果顯示：職前教師在「伽利略對話錄」課程的探究歷程裡，共同發展出模擬月球與金星相位變化的扭蛋模型，且歷經「發現一己概念的不完整」，「從二度空間到三度空間的概念建構」，「建構越趨豐富的科學概念」等數個關鍵性改變；在科學概念的學習成效上，亦顯示職前教師在月相盈虧概念的現象、成因、週期，以及，日地月相對運動等四個議題的概念，均獲得顯著改進；但在科學本質觀及科學本質教學信念的改善則不顯著。整體而言，AIH教學確實具有部份科學史教學的功能，但亦呼應部份文獻的論點，職前教師們的對科學本質與科學本質教學信念確實較難改變，亟思採取更有效的教學策略，才能獲致前述所欲達到的效果。
Research on the teaching of History of Science (HOS) has been one of the crucial issues in the field of science education. Recently, some scholars have pointed out that the teaching method of HOS can be more effective by incorporating HOS videos and inquiry experiments. Based upon these concepts, the present study aims to construct an instruction model of Anchored in History (AIH) and to investigate the effect of the instruction on preservice teachers.
According to the AIH instruction model, we designed the course of “Galileo's Dialogue". Twenty-seven preservice teachers took part in the teaching activities. During the teaching periods, we videoed the whole teaching process and collected their learning sheets and the products of their astronomical models. Before and after the course, we employed questionnaires and semi-structured interviews to evaluate the changes of the participants after HOS teaching. Through quantitative and qualitative data, we analyzed the effect of AIH instruction on perservice teachers’ inquiry process, scientific concepts, beliefs in nature of science, and perception of HOS teaching.
The results indicated that in the inquiry process of the course, “Galileo’s Dialogue”, the preservice teachers collaboratively constructed a capsule-egg model as the moon and Venus phases, and they experienced some key changing process, including “Finding their own concepts incomplete by self-reflection”, “Transforming their concepts from 2-D model to 3-D model”, and “Constructing more elaborative scientific concepts”. As to the learning impact, the results showed significant differences and improvements in participants’ concepts of the lunar phenomenon, cause, period, and the sun-earth-moon relative motion. However, no significant change in their views of NOS and teaching beliefs was found. As a whole, we concluded that the AIH instruction had some function in HOS education, and this study supported previous studies that preservice teachers’ views of NOS and teaching beliefs were resistant to change. More effective instruction strategy should be applied, if the change of preservice teachers’ belief in NOS is concerned.
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