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題名：物理史融入教學對於高中生科學認識觀與學習取向影響之研究
作者：姜志忠
作者(外文)：Chih-chung chiang
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：2006
主題關鍵詞：物理史；科學史；科學認識觀；學習取向；history of physics；history of science；learning approaches；scientific epistemological views
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物理史融入教學對於高中生科學認識觀與學習取向影響之研究
中文摘要
科學教育改革，不斷地要求學生對於科學概念有真正的瞭解，也要求學生對於科學知識的本質應有正確的認識。本研究旨在研究將物理史融入教學前、後，對於高中學生之科學認識觀、物理學習成績的影響為何？而該影響與哪些因素有關？並進一步探討科學認識觀的改變對於學習取向之影響為何？本研究採準實驗研究法，以共變數分析與t檢定檢視所收集之數據；並進一步收集質性資料提供佐證。研究對象為高中二年級常態分班之自然組學生（實驗組37人、控制組42人），根據Monk與Osborne(1997)所建議的模式，於實驗組概念教學時融入物理史，引導學生討論歷史情節，更於課後提供詳細的歷史資料與反省作業，俾協助學生學習現代的科學認識觀。
經過十四個月的教學後，本研究發現，針對學習環境之共變數分析顯示，本模式可讓實驗組學生明顯感受到學習環境的變化，可提供更多學習現代科學認識觀的機會，有助於學習現代科學認識觀；而科學認識觀共變數分析的結果亦顯示，物理史融入教學的班級，倘教學時間足夠，學生將有更多機會接觸更多的物理史，增加認知衝突與反省的機會，讓實驗組學生的科學認識觀將更符合現代觀點，尤其是傳統科學認識觀的學生，在本模式中有更多機會從物理史中產生認知衝突，因此，科學認識觀的改變比現代科學認識觀的學生顯著。此外，物理史融入教學亦可增進學生學習物理的興趣與對物理概念的理解，因此，實驗組學生不僅未因物理史佔去部分上課時間而降低學習成績，甚至優於控制組，且低分群的學習成績進步幅度高於高分群。
本研究亦發現學生的科學認識觀與學習取向存在相關性，然而，針對控制組的觀察則發現，兩者各自發展、並未互相影響；倘以本模式針對實驗組進行十四個月的教學後，實驗組學生擁有現代科學認識觀的同時，會從科學認識觀的角度重新檢視其學習取向，進而導致學習取向產生改變，可降低學生採取表面學習取向之傾向，然而，因為升學制度與評量方式對於學習取向的重大影響，無法有效增強學生深入的學習取向。本研究並根據實驗結果，針對本模式提供改進之建議與未來可深入研究之議題。
The effects of infusing history of physics into instruction on senior high school students’ scientific epistemological views and learning approaches
Chih-Chung Chiang
Abstract
Science education reforms consistently maintain the goal that students should develop understandings of the nature of scientific knowledge. The purpose of this study was to (1) explore the effects on senior high school students’ scientific epistemological views, physics academic achievement, and related factors for the effects when histories of physics (HOP) were infused into instruction, and (2) investigate the contribution of development in scientific epistemological views to students’ learning approaches. This is a quasi-experimental study including quantitative and qualitative data. Analysis of covariance (ANCOVA), and T-test were used for data analysis.
The study adopted the model developed by Monk and Osborne (1997) to infuse histories of physics into instruction. Alternative instructional approaches included group discussion, historical materials and reflective assignments were used to help senior high school students to learn modern scientific epistemological views.
After 14 months instruction, the results showed that this model could let students of experiment group (37 students) percept the difference of learning environment and promote learning of modern scientific epistemology by providing more learning opportunity. The result of ANCOVA revealed that students of experiment group outperformed their counter part (42 students) on scientific epistemological views, especially beneficial to students having more traditional epistemological views because of more opportunity to produce cognitive conflict and reflection. The findings suggested that HOP can not only improve students’ understanding and interests of physics, but also enhanced physics learning and raised students’ achievement. In addition, this study explored the advantages of HOP and students’ perceptions of HOP classes.
Another finding that emerged from this study was scientific epistemological views were significantly related to learning approaches, but there is no dynamic interplay between them for control group. After 14 months instruction, students of experiment group had modern scientific epistemological views, and would reevaluate and their surface approach, but, no deep learning approach was found. Clearly, one of the chief impediment to students changing their learning to deep approach was national entrance examination and assessment tasks only emphasizing calculations but not conceptual understanding.
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