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Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/8613

Title: 科學史的學習對國中學生歷史的科學本質觀影響之探討
Authors: 呂治平;陳錦章
Contributors: 物理學系
Keywords: 孔恩;科學史;科學本質;Kuhn;Science History;Nature of Science
Date: 2004
Issue Date: 2011-03-25T08:05:10Z
Publisher: 中華民國物理教育學會
Abstract: 本研究是一種實證性的研究,目的在探討科學史是否對國中學生歷史的科學本質觀的瞭解有
 正面的效果。由於科學本質內涵尚無一致共識,故本研究以孔恩在「科學革命的結構」一書
 中所呈現之歷史的科學本質觀作為科學本質的內涵予以探討。
 
 研究者以任教理化的兩班國三學生為研究對象,兩班在程度上屬於同一等級,一班為實驗組
 進行約五週的科學史教學,另一班為控制組採用一般的教學,透過科學本質問卷的前後測得
 分瞭解兩組學生科學本質觀改變的差異情形,並對實驗組做學習感受問卷調查,以瞭解實驗
 組學生對科學史教學的學習感受,最後對兩組學生實施科學本質觀形成或轉變的原因問卷,
 並選取部分學生進行晤談以瞭解科學本質觀形成或轉變的原因。
 
 研究結果發現:一、實驗組學生經科學史教學後其科學本質觀明顯優於控制組,顯示本研究
 設計的科學史教材對學生在科學本質各向度的理解均能有效提昇。二、在學習感受方面,實
 驗組學生對科學史教材的喜歡程度、提昇理化的學習興趣、幫助理化的學習及科學史融入教
 科書的看法均呈現正面的學習感受。三、學生科學本質觀形成或轉變的原因有:課外的科學
 史教材或書籍,經由老師上課的詮釋內容,自然科學教科書的引導,經由電視節目、VCD、DVD
 等訊息,和同學討論交換意見,上網查詢到的資料及其他原因例如報紙、漫畫、數學、歷史
 及國文課本等。
 
 This study is a quasi-experimental study, the purpose was to investigate whether the learning of science history can
 improve the junior high school students’ historical views of the nature of science(NOS). For lack of common
 consensus about NOS, this study defined the contents of the historical views of the NOS according to Kuhn’s
 viewpoints.
 Two classes of 9-th graders were chosen as subjects by researcher who also was their science teacher. Two classes’
 achievements were on the same level. One class was assigned as an experimental group undertaking five-week long science
 history instruction. The other was assigned as controlled group carrying out traditional instruction. The differences
 of the two groups’ changes about their views on the NOS were studied by pre-and-after tests’ scores measured by the
 questionnaire of the NOS, and the experimental group’s feeling of learning about science history, and the reasons of
 building or changing the views of NOS were studied by a semi-open questionnaire and interviews with some sample
 students.
 The study discovered that(1)After instruction of science history, the experimental group’s views on the NOS were
 more positive than controlled group’s, science histories courses designed in this study can promote the perceptions
 of NOS in every dimensions effectively.(2)In respect of learning feeling, the students of experimental group showed
 positive learning feeling on the materials of science history, the promotion of interests in learning the subject of
 science, the help of studying science and the embedding science history into textbook.(3)The reasons of building or
 changing the views of the NOS are the extra teaching materials or books of science history, the teacher’s
 interpretation in class, the guidance of textbook of natural science, the information through TV or other video
 programs ,the discussion and exchanging opinions with classmates, the information acquired by network and other medias
 like newspaper、caricature、mathematics、textbooks of history and Chinese .
 
Relation: 2004中華民國物理教育學術研討會, 2004年
Appears in Collections:[物理學系] 會議論文

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