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題名：科學史教學對學生科學認識觀與概念學習的影響--不同教學順序的比較
書刊名：科學教育學刊
作者：邱奕華／劉湘瑤 引用關係
作者(外文)：Chiu, Yi-hua／Liu, Shiang-yao
出版日期：2014
卷期：22:3
頁次：頁307-330
主題關鍵詞：光電效應；科學史；科學認識觀；概念學習；Photoelectric effect；History of science；Scientific epistemological views；Conceptual learning
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  • 被引用次數被引用次數:期刊(4) 博士論文(0) 專書(0) 專書論文(0)
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  • 共同引用共同引用:10
  • 點閱點閱:23
本研究旨在瞭解科學史融入科學教學單元對學生科學認識觀和概念學習的影響。本研究以高中一年級基礎物理「光電效應」單元設計三組教學方式：「科學史－科學概念教學」（後稱歷史概念組）、「科學概念－科學史教學」（後稱概念歷史組）以及「傳統教學」（後稱對照組），由一位物理教師在其授課班級依研究者提供的教學活動流程進行教學。參與學生有六個班級共270人，每組有兩班平均90位學生，最後約八成學生全程參與本研究。兩組實驗組所接受的教學除該單元原教科書內容之外，另加入科學史案例和科學本質的討論問題。透過科學認識觀問卷前後測結果發現，概念歷史組有最佳成效，對照組則顯著退步。另以學生課堂學習單的作答進一步分析兩個教學介入實驗組學生的科學認識觀。以該單元學習後之小考和段考成績比較三組學生該單元概念學習的表現，結果顯示三組學生並無顯著差異，至少科學史教學對學生學習光電效應這類較艱深的科學概念未產生不利影響。本研究結果顯示，先將該單元的內容知識教完後再帶入科學史教材的教學成效最佳，因此教學內容呈現的順序會影響學習效果。
The purpose of this study was to examine the effect of involving the history of science materials in a science unit on students' scientific epistemological views and conceptual learning outcomes. Taking the Photoelectric Effect as the subject, we designed three different combinations of teaching materials, e.g. History of Science-Scientific Concept (HOS-SC group), Scientific Concept-History of Science (SC-HOS group) and Traditional Teaching (control group), and provided these materials to one high school science teacher. This teacher followed the teaching instructions in all of her classes. 270 students in 6 classes were involved and separated into three groups, and about 80% of them retained in this study. In contrast to the control group, the two experimental groups obtained additional scientific history materials and reflective questions regarding nature of science. Comparisons of the pre- and post-tests of scientific epistemology views indicated a considerable improvement in the SC-HOS group and a notable deterioration of the control group, but no significant change in the HOS-SC group. Students' scientific epistemological views were further analyzed through their responses to the open-ended questions in the worksheets. There were no significant differences on the scores of unit quiz and midterm assessment among the three groups of students. Yet, HOS teaching did not have negative influence on students' science achievement either. Overall, the SC-HOS teaching approach demonstrated an advantage when teaching units with relatively tough concepts. This study concluded that different sequence of HOS and content knowledge presented in science instruction indeed have different effect on students' learning outcomes.
期刊論文
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18.Niaz, M.、Klassen, S.、McMillan, B.、Metz, D.(2010)。Reconstruction of the history of the photoelectric effect and its implications for general physics textbooks。Science Education，94(5)，903-931。  new window
19.Prosser, M.、Walker, P.、Millar, R.(1996)。Differences in students' perceptions of learning physics。Physics Education，31(1)，43-48。  new window
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21.Seroglou, F.、Koumaras, P.(2001)。The contribution of the history of physics in physics education: A review。Science and Education，10(1)，153-172。  new window
22.Viana, H. E. B.、Porto, P. A.(2010)。The development of Dalton's atomic theory as a case study in the history of science: Reflections for educators in chemistry。Science and Education，19(1)，75-90。  new window
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25.Lederman, N. G.、Abd-El-Khalick, F.、Bell, R. L.、Schwartz, R. S.(2002)。Views of nature of science questionnaire: Toward valid and meaningful assessment of learners' conceptions of nature of science。Journal of Research in Science Teaching，39(6)，497-521。  new window
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28.Wandersee, J. H.(1986)。Can the History of Science Help Science Educators Anticipate Students' Misconceptions?。Journal of Research in Science Teaching，23(7)，581-597。  new window
29.Solomon, J.、Duveen, J.、Scot, L.、McCarthy, S.(1992)。Teaching about the Nature of Science through History: Action Research in the Classroom。Journal of Research in Science Teaching，29(4)，409-421。  new window
30.Tsai, C. -C.、Liu, S. -Y.(2005)。Developing a Multidimensional Instrument for Assessing Students' Epistemological Views toward Science。International Journal of Science Education，27(13)，1621-1638。  new window
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32.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 Classrooms。Science & Education，11(2)，169-189。  new window
33.Monk, M.、Osborne, J.(1997)。Placing the History and Philosophy of Science on the Curriculum: A Model for the Development of Pedagogy。Science Education，81(4)，405-424。  new window
34.Hofer, B. K.(2000)。Dimensionality and disciplinary differences in personal epistemology。Contemporary Educational Psychology，25(4)，378-405。  new window
35.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
36.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
37.林陳涌、鄭榮輝、張永達(20090400)。融入科學史教學對高中學生的科學本質觀、對科學的態度以及學習成就的影響。科學教育學刊，17(2)，93-109。new window  延伸查詢new window
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41.Abd-El-Khalick, F.、Lederman, N. G.(2000)。The Influence of History of Science Courses on Students' Views of Nature of Science。Journal of Research in Science Teaching，37(10)，1057-1095。  new window
42.Abd-El-Khalick, Fouad、Bell, Randy L.、Lederman, Norman G.(1998)。The Nature of Science and Instructional Practice: Making the Unnatural Natural。Science Education，82(4)，417-436。  new window
43.Hofer, B. K.(2001)。Personal epistemology research: Implications for learning and teaching。Educational Psychology Review，13(4)，353-383。  new window
44.Kuei, C. H.、Madu, C.、Lin, C.、Chow, W. S.(2002)。Developing supply chain strategies based on the survey of supply chain quality and technology management。International Journal of Quality and Reliability Management，19(7)，889-901。  new window
45.Jenkins, E. W.(1994)。HPS and School Science Education: Remediation or Reconstruction?。International Journal of Science Education，16(6)，613-623。  new window
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學位論文
1.邱奕華(2011)。科學史與科學概念教學順序對學生科學認識觀與學習動機之影響(碩士論文)。國立臺灣師範大學，臺北市。  延伸查詢new window
圖書
1.郭奕玲、沈慧君(199610)。物理通史。新竹：凡異出版社。  延伸查詢new window
2.教育部(2008)。97年度國民中小學九年一貫課程綱要。臺北市：教育部。  延伸查詢new window
3.American Association for the Advancement of Science(2001)。Atlas of Science Literacy。Washington, DC：American Association for the Advancement of Science Press。  new window
4.American Association for the Advancement of Science(1990)。Project 2061: Science for all Americans。New York, NY：Oxford University Press。  new window
5.Driver, R.、Guesne, E.、Tiberghien, A.(1985)。Children's Ideas in Science。Open University Press。  new window
6.Kuhn, Thomas S.(1962)。The Structure of Scientific Revolutions。University of Chicago Press。  new window
7.Bogdan, Robert C.、Biklen, Sari Knopp(1998)。Qualitative research for education: an introduction to theory and methods。Allyn & Bacon。  new window
8.National Research Council(1996)。National Science Education Standards。Washington, DC：National Academy Press。  new window
9.Michael R. Matthews(1994)。Science Teaching: The Role of History and Philosophy of Science。New York：Routledge。  new window
圖書論文
1.Vosniadou, S.(2010)。Conceptual change research: An introduction。International handbook of research on conceptual change。New York：Routledge。  new window
 
 
 
 
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