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題名：我國科學教育改革的新動向
書刊名：國民教育研究集刊
作者：蘇育任
作者(外文)：Su, Yu-jen
出版日期：1998
卷期：6
頁次：頁21-45
主題關鍵詞：科學教育改革
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(1) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:1
  • 共同引用共同引用:34
  • 點閱點閱:13
　　　　　我國目前正如火如荼地進行教育改革，課程學者與科教專家普遍察覺到臺灣現今 面臨全新的挑戰，新奇的問題以及層出不窮的爭議。有感於我國社會上的公民，未受充分裝 備以解決上述問題，亦沒有能力作負責的抉擇，欲使下一代完成學業的高中生具有恢宏的視 野與國際觀，必須讓這群未來的公民充分明白整個社會的實況，並將科學、環境、科技與社 會相互間的關係釐清。由於九年一貫自然與科技新課程十分重視新科技之教學，科教學者以 及課程專家無不認為欲使學生有能力因應高科技社會錯綜複雜的挑戰， 實須採用 STS 課程 的真義及精髓，除了設計新的課程與教材之外，更須實施全新的教學與學習理論，以嶄新的 目標與哲學為基礎，全面進行革新。本文首先介紹世界各國科學教育改革的大趨勢，其次對 邁向新世紀的我國科學教育加以探索， 接著針對 STS 課程與教學在我國研究與實施之成效 作一評估，並探究教學實驗的相關情況，最後提出實施 STS 教學的具體作法，冀望 STS 教 學理念能夠落實於我國跨世紀的科學教育中。
　　　　　When the twenty-first century is dawning nearer and nearer, people in Taiwan have aired their views that science curriculum should be revised and re-designed to cope with urgent needs due to societal change and modern developments. Building on the local and community based education, students are to develop prospective orientation and cosmopolitan attitude. "Student-centered" approach should be adopted so that students are motivated to actively learn, think, create and solve problems, and, in the long run, they will be able to acquire the habits of mind of value clarification and value judgment. Such radical change calls for integrating curriculum with learning materials and teaching methods. Constructivistic learning should be addressed to ehnance sense-making, and issue-based strategy in connection with the interaction among science, technology and society should be taken to promote students' scientific literacy. STS educational movement has been demonstrated to have the potential of successfully putting new science curricula into effect in accordance with the empirical findings evidenced from the Group Research Project of STS Teacher Education under the financial support from the National Science Council. This article starts by reviewing the current science education reform all over the world, and then investigates the main goals of science education for the different levels in our schools. Subsequently, a large section has been devoted to describe how the STS movement in science education has been carried out in terms of empirical research and teaching practices in the Republic of China on Taiwan. In the last secion, many practical methods and feasible suggestions have been offered to all those who are highly interested in the STS teaching and learning. Further action research should be done to seek possible ways of implementing the STS curriculum in different levels of school science in Taiwan.
期刊論文
1.McCormack, A. J.、Yager, R. E.(1989)。A new taxonomy of science education。The Science Teacher，56(2)，47-48。  new window
2.Brant, L. A.(1995)。A required STS course at the University of Northern Iowa。Bulletin-of Science, Technology-and-Society，15(5/6)，235-240。  new window
3.Aikenhead, G. S.、Fleming, R. W.、Ryan, A. G.(1987)。High-school graduates' beliefs about science-technology-society. Methods and issues in monitoring students views。Science Education，71，145-161。  new window
4.Cheek, W. C.(1992)。Evaluating learning in STS education。Theory Into Practice，31(1)，64-71。  new window
5.Fensham, P. J.(1988)。Approaches to the learning of STS in science education。International Journal of Science Education，10(4)，346-356。  new window
6.Gilliom, M. E.、Helgeson, S. L.、Zuga, K. F.(1991)。This issue。Theory Into Practice，30(4)，232-233。  new window
7.Graham, C. S.(1986)。STS in middle/junior high school science: One state response。SSTS Reporter，2(5)，1-4。  new window
8.Hurd, P. DeH.(1986)。Perspectives for the reform of science。Phi Delta Kappan，67(5)，353-358。  new window
9.Kumar, D.(1994)。STS implementation: What does it say?。Bulletin of Science, Technology abd Society，14(5/6)，284-286。  new window
10.Roby, R. K.(1981)。Origins and significance of the science, technology, and society movement。The Australian Science Teachers Journal，27(2)，7-12。  new window
11.Rosenthal, D. B.(1989)。Two approaches to Science-Technology-Society (S-T-S) education。Science Education，73(5)，581-589。  new window
12.Simpson, R. D.、Oliver, J. S.(1990)。A summary of major influences on attitude toward and achievement in science among adolescent students。Science Education，74(1)，1-18。  new window
13.Yager, R. E.、Penick, J. E.(1984)。What students say about science teaching and science teachers。Science Education，68(2)，143-152。  new window
14.Yager, R. E.(1987)。Assess all five domains of science。The Science Teacher，54(7)，33-37。  new window
15.Yager, R. E.(1990)。The science/technology/society movement in the United States: its origin,evolution and rationale。Social Education，54，198-201。  new window
16.Yager, R. E.(1991)。The constructivist learning model:Toward real reform in science education。The Science Teacher，58(6)，52-57。  new window
17.Yager, R. E.(1995)。Science/Technology/Society and Learning。Bulletin of Science, Technology and Society，15(5/6)，225-227。  new window
18.Yager, R. E.、Hidayat, E. M.、Penick, J. E.(1988)。Features which separate least effective from most effective science teachers。Journal of Research in science Teaching，25(3)，165-177。  new window
19.陳文典(19970600)。STS教學教師所需之專業準備。科學教育學刊，5(2)，167-189。new window  延伸查詢new window
20.連啟瑞、盧玉玲(19970600)。國小高年級學童對物質類感興趣問題的分析與應用。科學教育學刊，5(2)，191-218。new window  延伸查詢new window
21.蘇育任(19970600)。運用模組開發活動培育STS教師之可行性研究。科學教育學刊，5(2)，245-266。new window  延伸查詢new window
22.Heath, P. A.(1992)。Organizing for STS teaching and learning: The doing of STS。Theory Into Practice，16(1)，52-58。  new window
23.Yager, R. E.(1992)。The STS approach parallels constructivist practices。Science Education International，3(2)，18-20。  new window
24.王澄霞(19950300)。STS活動中之「學」與「教」。科學教育學刊，3(1)，115-137。new window  延伸查詢new window
25.許榮富(19910600)。從科學、技學與社會的整合談科學教育的未來發展。教師天地，52，24-31。  延伸查詢new window
26.Hart, E. P.、Robottom, I. M.(1990)。The science-technology-society movement in science education: A critique of the reform process。Journal of research in science teaching，27(6)，575-588。  new window
會議論文
1.王澄霞、劉奕昇(1994)。臭氧層破洞STS單元活動：大二學生。第十屆科學教育研討會，1-35。  延伸查詢new window
2.王澄霞、劉奕昇(1994)。開發溫室效應STS單元。第十屆科學教育研討會，37-68。  延伸查詢new window
3.王澄霞(1997)。代表性STS活動類型分析。1996物理教育學術研討會。物理教育學會。  延伸查詢new window
4.王澄霞、謝昭賢(1997)。STS教師教與學歷程檔案之設計及應用。中華民國STS科學教育研討會，(會議日期: 1997/05/04-1997/05/05)。台北市：國立臺灣師範大學。  延伸查詢new window
5.許春峰(1997)。師院普通化學實驗STS教學模組。中華民國八十六年度STS學術論文研討會，(會議日期: 1997/05/03-04)。臺北市：國立臺灣師範大學。  延伸查詢new window
6.盧玉玲、連啓瑞(1997)。STS教學模組開發模式之建立及其實際敦學成效評估。中華民國八十六年度STS學術論文研討會，(會議日期: 1997/05/03-1997/05/04)。臺北市：國立臺灣師範大學。  延伸查詢new window
7.Aikenhead, G. S.(1994)。A review of research into STS science。the annual NARST meeting，(會議日期: 1994/03/28)。Anaheim, CA。  new window
8.Dolgos, K. A.(1995)。Integrating the STS Model into the basic education curriculum。Symposium on Science, Technology and Society，(會議日期: 1995/11/02-03)。State College, PA。  new window
9.Marker, G. W.(1993)。The diffusion and adoption of STS in the social studies: some observations。the Annual Meeting of the National Council for the Social Studies，(會議日期: 1993/11)。Nashville, TN。  new window
10.Rubba, P. A.、Wiesenmyer, R. L.(1990)。A Study of the qualities teachers recommend in STS issue investigation and action instructional materials。the 1990 meeting of the National Association for Research in Science Teaching。Atlanta, Ga。  new window
11.Zoller, U.(1987)。Problem solving and decision-making in science-technology-environmental society (STES) education。4th International Symposium on World Trends in Science and Technology Education。Kiel：IPN-Materialen。56-569。  new window
12.Zuga, K. F.(1995)。The Rejoining of Technology and Science。Workshop on STS Approach in Science Education。NTNU。  new window
13.洪志明、鄭淑玲(1997)。開發植物色素STS實驗活動單元。中華民國STS科學教育研討會，(會議日期: 5月3日)。台北市：國立台灣師範大學。  延伸查詢new window
14.黃萬居(1997)。國小教師開發「辨認粉末」單元活動之研究。中華民國第一屆化學教育學術研討會。台北市：國立台灣師範大學。  延伸查詢new window
研究報告
1.蘇育任(1996)。開發STS核化學模組與其合作學習法之研究 (計畫編號：NSC85-2514-S-142-003)。  延伸查詢new window
2.AAAS(1993)。Benchmarks for Scientific Literacy。New York：Oxford University Press。  new window
學位論文
1.Iskandar, S. M.(1991)。An evaluation of science-technology-society approach to science teaching(博士論文)。University of Iowa，Iowa City。  new window
圖書
1.台灣省國民學校教師研習會(1994)。國民小學自然科新課程概說。  延伸查詢new window
2.Aikenhead, G.(1988)。Teaching science through a science-technology-society-environment approach: an instructional guide。Regina, Saskatchewan：SIDRU, Faculty of Education。  new window
3.Aikenhead, G.(1991)。Logical Reasoning in Science and Technology (Teachers' Guide)。Toronto, Ontario：John Wiley of Canada。  new window
4.Harms, N. C.、Yager, R. E.(1981)。What research says to the science teacher。Washington, DC：National Science Teachers Association。  new window
5.Hickman, F. W.、Patrick, J. J.、Bybee, R. W.(1987)。Science, technology and society: a framework for curriculum reform in Secondary School Science and Social Studies。Boulder, Colorado：Social Science Education Consortium, Inc.。  new window
6.Penick、Meinhard-Pellens(1984)。Focus on excellence Science/technology/society。Washington, DC：National Science Teachers Association。  new window
7.Snow, C. P.(1987)。The Two Cultures and the Scientific Revolution。New York：Cambridge University Press。  new window
8.Ziman, J.(1984)。Teaching an d Learning about Science and Society。Cambridge：Cambridge University Press。  new window
9.Harms, N. C.(1977)。Project Synthesis: An Interpretative Consolidation of Research Identifying Needs in Natural Science Education。Boulder, CO：University of Colorado。  new window
10.Solomon, J.(1993)。Teaching Science, Technology and Society。Buckingham, Philadelphia：Milton Keynes：Open University Press。  new window
11.教育部國民小學課程標準編輯審查小組(1993)。國民小學課程標準。臺北市：教育部。  延伸查詢new window
單篇論文
1.Otto, P. B.(1995)。Science Education in the Rural United States. Implications for the Twenty-First Century(ED390649)。  new window
2.NSTA(1982)。Science-Technology-Society: Science Education for the 1980s，Washington, D.C.：National Science Teachers Association。  new window
3.Yager, R. E.，Ajeyalemi, D.(1991)。Effects of STS curriculum implementation on student achievement in four domains of science education。  new window
其他
1.王澄霞(1994)。STS模組開發：教師充實計畫，臺北市：行政院國家科學委員會。  延伸查詢new window
圖書論文
1.毛松霖(1995)。民國八十年代國小自然科學課程改進之構想。國民小學自然科新課程概說。台北縣板橋：台灣省國民學校教師研習會。  延伸查詢new window
2.Bybee, R. W.(1985)。The sisyphean question in science education: what should scientically and technologically literate persons know, value and do- as a citizen?。Science-Technology-Society, 1985 Yearbook。Washington, D.C.：National Science Teachers Association。  new window
3.Collins, A.、Brown, J. S.、Newman, S. E.(1990)。Cognitive apprenticeship: Teaching the Crafts of Reading, Writing, and Mathematics。Knowing, Learning, and Instruction: Essays in Honour of Robert Glaser。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
4.Jarcho, I. S.(1985)。Curricular approaches to teaching STS: a report on Units, Modules and Courses。Science-Technology-Society, 1985 Yearbook。Washington, D.C.：National Science Teachers Association。  new window
5.Layton, D.(1995)。STS in the school curriculum: A movement overtaken by history?。TS Education-International Perspectives on Reform。New York：Columbia University Press。  new window
6.Penick, J. E.、Yager, R. E.(1996)。Goals for Teachers and Learners in the Iowa SS&C Reform。Iowa-SS&C information packet。  new window
7.Piel, E. T.(1993)。Decision-Making: A goal of STS。What Research Says to the Science Teacher。Washington, DC：NSTA。  new window
8.Yager, R. E.(1986)。Restructuring science teacher education programs as they move towards an S/T/S focus。Science, Technology and Society Resources for Science Educators, 1985 AETS Yearbook。Columbus, OH：Association for the Education of Teachers in Science：SMEAC Information Reference Center。  new window
 
 
 
 
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