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題名：國小自然科教師對過時科學理論的教學價值觀之研究
書刊名：臺中師院學報
作者：許良榮 引用關係／陳雅惠
作者(外文)：Hsu, Liang-rong／Chen, Ya-huei
出版日期：2004
卷期：18:1
頁次：頁135-157
主題關鍵詞：國小教師；過時科學理論；教學價值；Elementary school teachers；Outdated scientific theories；Teaching values
原始連結：連回原系統網址new window
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本研究目的為探討國小自然科教師對過時科學理論教學價值之觀點，並以「地心說」為例深入瞭解國小自然科教師持有的信念與看法。研究方法為質性晤談，訪談對象為臺中市國民小學自然科教師共30位。研究結果發現：一、無論教師們是否認為過時科學理論會阻礙科學的進步，幾乎所有的教師(96.7%)表示過時理論在科學發上具有某些價值；尤其基於教學的考量，教師們普遍認同有瞭解過時理論的必要性，且多數教師(86.7%)對師資培育課程安排過時科學理論也持正面的觀點。二、對於在國小是否有必要教過時理論，教師的觀點則呈現分歧：持正向觀點的教師(43.3%)主要認為時科學理論能提升學生的興趣，且具有瞭解科學理論發展過程及理解科學理論暫時性的價值；持負面觀點的教師(50.0%)主要的擔憂是「小教學時間的規劃」以及「國小學生的成熟度」。三、多數教師(83.3%)認同「地心說」在國小教的教學價值，惟需考量理論呈的方式及內容深淺。最後本研究依據研究結果提出數項建議。
The purpose of this study is to explore the viewpoints of science teachers in elementary school towards value of teaching outdated scientific theories. In order to understand the beliefs and opinions they hold, the researcher used the “geocentric theory” as an example, and adopted interview surveys as the research method. The researcher selected 30 science teachers form elementary schools in Taichung for individual in-depth interviews. According to the results of the study, we found that: (1)Regardless of the possibility that outdated scientific theories might obstruct scientific progress, most teachers (96.7%) believed outdated theories are still of importance for scientific development. From the point of view of teaching, all teachers considered that it is helpful if they have an understanding of outdated scientific theories. In addition, most teachers (86.7%) believed that a teacher’s education should include some curses on outdated scientific theories. (2)There is now a debate on whether it is necessary to teach students outdated scientific theories in elementary schools. Some teachers (43.3%) believe that outdated scientific theories can help students understand the development of scientific theories and the possibility of altering or even discarding them, and therefore they should be a component of the courses. However, for various reasons such as tight class schedules and the maturity of students, it is impossible to add such a component to the present schedule. These two reasons are of significant to some teachers (50.0%). (3)Most teachers (83.3%) agreed it would be worthwhile teaching students the “geocentric theory” in elementary school, but worry about the difficulty of the theory and about how to present it. According to the results of this study, several suggestions are put forward.
期刊論文
1.Mas, C. J. F.、Perez, J. H.、Harris, H. H.(1987)。Parallels between adolescents' conception of gases and the history of chemistry。Journal of Chemical Education，64(7)，616-618。  new window
2.許良榮(19990400)。科學史與科學教學：一些省思與建議。物理教育，3(1)，93-101。  延伸查詢new window
3.Wandersee, J. H.(1985)。Can the history of science help science educators anticipate students' misconceptions?。Journal of Research in Science Teaching，23(7)，581-597。  new window
4.Power, C. N.(1977)。A critical review of science classroom interaction studies。Studies in Science Education，4，1-30。  new window
5.Munby, H.(1982)。The place of teachers' beliefs in research on teacher thinking and decision making, and an alternative methodology。Instructional Science，11，201-225。  new window
6.Levine, A. T.(2000)。Which way is up? Tomas S. Kuhn's analog to conceptual development in childhood。Science and Education，9，107-122。  new window
7.Fried, M. N.(2001)。Can mathematics education and history of mathematics coexist?。Science and Education，10(4)，391-408。  new window
8.Wang, H. A.、Marsh, D. D.(2002)。Science instruction with a humanistic twist: Teachers' perception and practice in using the history of science in their classroom。Science and Education，11(2)，169-189。  new window
9.蕭碧茹、洪振方(20001200)。以認知歷史分析法探究科學史及其在科學教育的意涵。科學教育，235，2-13。  延伸查詢new window
10.Song, J.、Cho, S. K.、Chung, B. H.(1997)。Exploring the parallelism between change in student conceptions and historical change in the concept of inertia。Research in Science Education，27(1)，87-100。  new window
11.Abells, S. K.、Smith, D. C.(1994)。What is science? preservice elementary teachers' conceptions of the nature of science。International Journal Science Education，16(4)，475-487。  new window
12.鄭秀如、林煥祥(19980600)。科學史對高中學生學習成就之影響。科學與教育學報，2，205+207-222。  延伸查詢new window
13.Schecker, H. P.(1992)。The paradigmatic change in mechanics: Implication of historical processes for physics education。Science and Education，1(1)，71-76。  new window
14.邱美虹(20000300)。概念改變研究的省思與啟示。科學教育學刊，8(1)，1-34。new window  延伸查詢new window
15.洪振方(19970400)。科學史融入科學教學之探討。高雄師大學報，8，233-246。new window  延伸查詢new window
16.Gallagher, J. J.(1991)。Prospective and practicing secondary School Science teachers' knowledge and beliefs about the philosophy of science。Science Education，75(1)，121-133。  new window
17.Brickhouse, Nancy W.(1990)。Teachers' Beliefs About the Nature of Science and Their Relationship to Classroom Practice。Journal of Teacher Education，41(3)，53-62。  new window
18.許良榮、李田英(19950400)。科學史在科學教學的角色與功能。科學教育，179，15-27。  延伸查詢new window
19.Nussbaum, Joseph(1989)。Classroom conceptual change: Philosophical perspectives。International Journal of Science Education，11(5)，530-540。  new window
20.陳忠志、Taylor, Peter C.、Aldridge, Jill M.(19981200)。國中教師科學本質及科學教學信念對理化教室環境的影響。科學教育學刊，6(4)，383-402。new window  延伸查詢new window
會議論文
1.許良榮(2001)。科學史導向教材--「地球的形狀與運動」之改進研究。九十學年度師範學院教育學術論文發表會。國立台中師範學院。897-929。  延伸查詢new window
2.Sanchez, L.(1989)。On the implicit use of history in science education。The History and Philosophy of Science in Science Teaching: the First International Conference。Tallahassee：Florida State University。306-312。  new window
研究報告
1.巫俊明(1996)。五專普通物理論程中加入科學史事例對學生之科學本質的瞭解、科學的態度及物理學科成績之影響研究 (計畫編號：NSC85-2511-S264-001)。  延伸查詢new window
學位論文
1.黃佩貞(2002)。台北市國中科學教師對科學史融入科學教學之態度研究(碩士論文)。臺中師範學院。  延伸查詢new window
2.程文香(2002)。中小學學生的熱迷思概念與科學史發展比較之研究(碩士論文)。臺中師範學院。  延伸查詢new window
3.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(碩士論文)。臺中師範學院。  延伸查詢new window
4.林家平(2001)。國小學童光合作用概念之分析研究(碩士論文)。國立台北師範學院。  延伸查詢new window
圖書
1.黃瑞琴(2002)。質的教育研究方法。臺北：心理。  延伸查詢new window
2.Tobin, K. G.、Kahle, J. B.、Fraser, B. J.(1990)。Windows into Science Classrooms。Basingstoke：Falmer Press。  new window
3.Piaget, Jean、Garcia, Rolando、Feider, Helga(1989)。Psychogenesis and the History of Science。New York, NY：Columbia University Press。  new window
4.張春興(1991)。張氏心理學辭典。台北：東華書局。  延伸查詢new window
5.Kuhn, Thomas S.(1962)。The Structure of Scientific Revolutions。University of Chicago Press。  new window
6.National Research Council(1996)。National Science Education Standards。Washington, DC：National Academy Press。  new window
7.Rokeach, Milton J.(1973)。The Nature of Human Values。Free Press。  new window
8.Patton, Michael Quinn(2002)。Qualitative research & evaluation methods。Sage Publications。  new window
9.Michael R. Matthews(1994)。Science Teaching: The Role of History and Philosophy of Science。New York：Routledge。  new window
其他
1.Helms, J. V.(1996)。Speaking of the subject: Science teacher reflect on the nature of science, science teaching, and themselves (professional identity)(9620489)。  new window
圖書論文
1.Perakyla, A.(1997)。Reliability and validity in research based on tapes and transcripts。Qualitative Research: Theory, Method and Practice。London：Sage。  new window
2.Jenkins, E.(1989)。Why the history of science?。Teaching the history of science。Oxford：British Society for the History of Science, Basil Blackwell。  new window
3.許良榮(2000)。國小自然科「科學史輔助教材--地球」之發展研究。八十八學年度師範學院教育學術論文發表會論文集。  延伸查詢new window
4.Kauffman, G. B.(1991)。History in the chemistry curriculum。History, philosophy, and science teaching: Selected readings。Toronto：OISE Press。  new window
5.Brush, S. G.(1989)。History of science and science education。Teaching the History of Science。Basil Blackwell。  new window
6.Clement, J.(1983)。A conceptual model discussed by Galileo and used intuitively by physics students。Mental Models。Hillsdale, NJ。  new window
7.McCloskey, M.(1983)。Naive theories of motion。Mental models。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
 
 
 
 
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