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題名：國小自然科第十二冊STS教材的研發與試驗
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：1999
卷期：7
頁次：頁31-49+51
主題關鍵詞：國小；自然科；教材；STS
原始連結：連回原系統網址new window
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　　　　　我國過去的科學教育大抵著重於精英份子的培養，社會上的多數公民並未受充分 裝備以解決社會的現實問題，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、 科技與社會相互問的關係釐清。我國目前正如火如荼地進行的九年一貫新課程改革，實可說 是因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。由於九年一貫課程十分重視新科技之教學，特別將自然與科技結合；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。本文係個人近年來致力研究的部份成果，屬於系列文章之一 。 首先概述下一世紀我國科學教育課程的根本目標與精神，接著闡述 STS 課程的精髓以及 其教學原則和模式；繼而詳述本人參與板橋國校教師研習會自然科課程開發與研究會，吾人 為因應九年一貫課程的實施， 嘗試設計發展 STS 教材與教學策略，以國小自然科第十二冊 進行試驗的整個相關情況，盼望 STS 教育理念能夠落實於我國新世紀的科學教育中。
　　　　　 Over the past ten years, Taiwan has experienced tremendous changes in different aspects of political, social and cultural dimensions. To cope with the rapid changes and demands of the whole society, a general thrust of public attentive for educational innovation has come into the foreground which gives added dimensions to the environment in which science teachers presently operate. Among the most widespread curriculum reform being proposed as part of the present school restructuring moment are those based on a constructivist conception of learning. The product of about two decades of cognitive science research, this conception emphasizes personal meaning-making on the part of the learner; it also stresses the learner's ability to connect new curriculum content with previously stored, relevant understandings and the importance of how knowledge is stored and organized in long-term memory. The crucial issues such as energy resources, the environment, information technology and S-T-S interactions, which have greatly influenced school scienc"e curriculum design in the United States and Japan, should be incorporated into the new school science curriculum when conducting curricular reform. In this article, a brief sketch of the new curriculum reform and curriculum standards of the primary school science will be firstly described, including the organization of the Working Committee and the whole process of curriculum development. And then in the subsequent section, one of the teaching materials which addresses the constructivistic learning, STS interactions, problem solving skills and scientific literacy will be presented. Finally in the last section, the results and findings from this curriculum reform try-out will be reported and discussed.
期刊論文
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2.Johnson, D. W.、Johnson, R. T.(1990)。Social skills for successful group work。Educational Leadership，47(4)，29-33。  new window
3.Johnson, D. W.、Maruyama, G.、Johnson, R. T.、Nelson, D.、Skon, L.(1981)。Effects of Cooperative, Competitive, and Individualistic. Goal Structures on Achievement: A Meta-Analysis。Psychological Bulletin，89(1)，47-62。  new window
4.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
5.陳梅生(1975)。課程實驗研究的模式。師大科學教育月刊，4，178-190。  延伸查詢new window
6.許榮富(1991)。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
7.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(2)，145-161。  new window
8.Byrne, M. S.、Johnstone, A. H.(1988)。How to make science relevant。School Science Review，70(251)，43-46。  new window
9.Cheek, W. C.(1992)。Evaluating learning in STS education。Theory Into Practice，31(1)，64-71。  new window
10.Fensham, P. J.(1988)。Approaches to the learning of STS in science education。International Journal of Science Education，10(4)，346-356。  new window
11.Hertz-Lazarowitz, R.、Baird, H. J.、Lazarowitz, R.(1994)。Affective measures on high school students who learned science in a cooperative mode。Australian Science Teachers Journal，40(2)，67-71。  new window
12.Hofstein, A.、Yager, R. E.(1982)。Societal issues as organizers for science education in the 80's。School Science and Mathematic，82(7)，539-547。  new window
13.Holman, J.(1987)。Special issues on science, technology and society。International Journal of Science Education，10(4)，12-21。  new window
14.Hurd, P. DeH.(1986)。Perspectives for the reform of science。Phi Delta Kappan，67(5)，353-358。  new window
15.Kumar, D.(1994)。STS implementation: What does it say?。Bulletin of Science, Technology & Society，14(5/6)，284-286。  new window
16.Lazarowitz, R.、Hertz-Lazarowitz, R.、Baird, H. J.、Bowlden, V.(1988)。Academic achievement and on-task behavior of high school biology students instructed in a cooperative small investigative group。Science Education，72(4)，475-487。  new window
17.Mossman, K. L.(1990)。Nuclear literacy。Health Physics，58(5)，639-643。  new window
18.Yager, R. E.、Penick, J. E.(1984)。What students say about science teaching and science teachers。Science Education，68(2)，143-152。  new window
19.Yager, R. E.(1987)。Assess all five domains of science。The Science Teacher，54(7)，33-37。  new window
20.Yager, R. E.(1988)。Features which separate least effective form most effective science teachers。Journal of Research in Science Teaching，25(3)，165-177。  new window
21.Yager, R. E.(1995)。Science/Technology/Society and Learning。Bulletin of Science, Technology and Society，15(5/6)，225-227。  new window
22.Yager, R. E.(1991)。The constructivist learning model: Towards real reform in science education。The Science Teacher，58(6)，52-57。  new window
23.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
24.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
25.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
26.Heath, P. A.(1992)。Organizing for STS teaching and learning: The doing of STS。Theory Into Practice，16(1)，52-58。  new window
27.Yager, R. E.(1992)。The STS approach parallels constructivist practices。Science Education International，3(2)，18-20。  new window
28.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
29.黃政傑(19880600)。邁向成功的課程實施。國立臺灣師範大學教育研究所集刊，30，左1-21。  延伸查詢new window
30.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.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
2.王澄霞、劉奕昇(1994)。臭氧層破洞STS單元活動：大二學生。中華民國第十屆科學教育研討會。國科會。1-35。  延伸查詢new window
3.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
4.王澄霞、蔡嘵信(1994)。設計開發STS模組之模式。中華民國第九屆科學教育學術研討會，589-616。  延伸查詢new window
5.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
6.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: 1997/05/04-05/05)。  延伸查詢new window
7.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，國立台灣師大 。  延伸查詢new window
8.Brinckerhoff, R. F.、Yager, R. E.(1986)。Science and Technology Education for Tomorrow's World。The Exeter II Conference on Secondary School Science Education。Washington, D.C.：National Science Teachers Association。  new window
9.Marker, G. W.(1993)。The diffusion and adoption of STS in the Social studies: some observations。The 73rd Annual Meeting of the National Council for the Social Studies，(會議日期: 1993/11)。Nashville, TN。  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
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.American Association for the Advancement of Science(1993)。Benchmarks for scientific literacy: Project 2061。New York, NY：Oxford University Press。  new window
2.歐用生(1987)。課程與教學--概念、理論與實際。台北市：文景出版社。  延伸查詢new window
3.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
4.Aikenhead, G.(1988)。Teaching science through a science-technology-society-environment approach an instructional guide。Regina, Saskatchewan：University of Regina, SIDRU, Faculty of Education。  new window
5.Aikenhead, G.(1991)。Logical Reasoning in Science and Technology (Teachers' Guide)。Toronto, Ontario：John Wiley of Canada。  new window
6.Aronson, E.(1978)。The Jigsaw Classroom。Beverly Hills, CA：Sage。  new window
7.Hickman, F. W.、Patrick, J. J.、Bybee, R. W.(1987)。Science, technology and society:a framework for curriculum reform in Second School Science and Social Studies。Boulder, Colorado：Social Science Education Consortium,Inc.。  new window
8.Holman, J.(1986)。Science and Technology in Society, General Cuide for Teachers。Hatfield, Herts：Association for Science Education。  new window
9.Penick, John E.、Meinhard-Pellens, Richard(1984)。Focus on excellence: Science/technology/society。Washington,DC：National Science Teachers Association。  new window
10.Penick, J. E.、Yager, R. E.(1996)。Goals for Teachers and Learners in the Iowa SS&C Reform。Owa-SS&C infomation packet。  new window
11.Ziman, J.(1984)。Teaching and Learning about Science and Society。Cambridge：Cambridge University Press。  new window
12.Harms, N. C.、Yager, R. E.(1981)。What research says to the science teacher。Washington, DC：National Science Teachers Association。  new window
13.NSTA(1982)。Policy statement: science-technology-society: science education for the 1980s。Washington, DC：National Science Teachers Association。  new window
14.Harms, N. C.(1977)。Project Synthesis: An Interpretative Consolidation of Research Identifying Needs in Natural Science Education。Boulder, CO：University of Colorado。  new window
15.Solomon, J.(1993)。Teaching Science, Technology and Society。Buckingham, Philadelphia：Milton Keynes：Open University Press。  new window
16.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.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：教師充實計晝，臺北市：行政院國家科學委員會。  延伸查詢new window
圖書論文
1.Jarcho, I. S.(1985)。Curricular Approaches to Teaching STS: A Report on Units, Modules, and Courses。Science-Technology-Society, 1985 Yearbook。Washington, DC：National Science Teachers Association。  new window
2.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
3.Bybee, R. W.(1985)。The Sisyphean question in science education: what should scienticaily and technologically literate persons know, value and do- as a citizen?。Science-Technology-Society, 1985 NSTA Yearbook。Washington, D.C.：National Science Teachers Association。  new window
4.Carlson, J.(1985)。Methods of teaching STS topic。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?。STS Education-International Perspectives on Reform。New York：Columbia University Press。  new window
6.Otto, P. B.(1995)。Science education in the rural united states. implications for the twenty-first century。A Yearbook of the Association for the Education of Teacher in Science。  new window
7.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。Colombus, OH：Association for the Education of Teachers in Science：SMEAC Information Reference Center。  new window
 
 
 
 
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