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Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/18023

Title: 物理史融入教學對提升學生科學認識論瞭解及其學習成效之研究
The Effects of History of Physics on Improving Students’ Scientific Epistemological Views and Achievement
Authors: 姜志忠;張惠博;林淑梤;鄭一亭
Contributors: 物理學系
Keywords: 科學本質;科學史;科學認識論
Nature of Science;History of Science;Scientific Epistemology
Date: 2006-12
Issue Date: 2014-02-18T02:36:29Z
Publisher: 中華民國科學教育學會
Abstract: 科學教育改革,不斷地要求學生對科學概念有真正的瞭解,也要求學生對於科學本質應有正確的認識。本研究根據Monk 和Osborne(1997)所建議的模式,將物理史融入高中教學中,讓學生討論歷史情節,並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。共變數分析結果顯示,物理史融入教學的班級,倘教學時間足夠,學生的科學認識觀將更符合現代觀點,尤其是傳統認識觀的學生,進步更明顯。其次,物理史融入教學亦可增進學生對物理概念的理解與興趣。因此,實驗組學生的學業成績不只未因科學史佔去部分上課時間而降低,甚至優於控制組。本研究亦探討科學史的優點與學生對於科學史的感受。
The nature of scientific knowledge among students has long being a goal in science education reforms. This study attempted to adopt the model developed by Monk and Osborne (1997). History of Physics (HOP) was infused into instruction. Alternative instructional approaches, including group discussion, historical materials and reflective assignments, were also implemented to help students in learning modern scientific epistemological views. The analysis of covariance revealed that students in experiment group outperformed the control group in scientific epistemological views, especially for students having more traditional epistemological views. The finding suggested that HOP can not only improve students’ understanding and interests of physics, but may also enhance physics learning and raise students’ achievement. In addition, this study explored the advantages of HOP and students’ perceptions of HOP classes.
Relation: 科學教育學刊, 14(6): 637-661
Appears in Collections:[物理學系] 期刊論文

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