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題 名 | 以訪談法瞭解國中「自然與生活科技」教師對實驗課程的環保情況之看法=A Study of the Opinions of Science and Technology Teachers towards Environmental Protection in Experiment Courses by Interview |
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作 者 | 楊明獻; | 書刊名 | 科學教育研究與發展季刊 |
卷 期 | 45 民95.12 |
頁 次 | 頁21-38 |
分類號 | 524.46 |
關鍵詞 | 自然與生活科技; 實驗課程; 環保; Science and technology; Experiment courses; Environmental protection; |
語 文 | 中文(Chinese) |
中文摘要 | 實驗課程是我國科學教育發展最重要的部份,然而近年來環保意識抬頭,加上國內教育制度實施九年一貫之後,教育部特別將環境教育納入九年一貫課程的六大議題之中,其中「自然與生活科技」領域的實驗課程是否符合環保概念的設計影響學校週遭的環境品質甚巨。本研究的主要目的為瞭解國中「自然與生活科技」實驗課程是否符合環保的概念,並透過與專家學者及國中教師的訪談,了解中部地區自然科教師對於實驗課程的看法,並提出改善的建議。本研究的結論指出:(一)國中的實驗課程中,有部份實驗仍有改善空間:「鋅銅電池」、「電解硫酸銅(電鍍)」、「溫度與反應速率」、「可逆反應與化學平衡」等。(二)實驗的污染可從源頭減廢(如:藥品減量、實驗改進等)及管末處理(如:廢污回收再利用等)等二方面進行。(三)教師的環保態度及行為將影響學生在實驗課程的環保作為,教師應加強本身的環保知識與實驗廢污處理技能。 |
英文摘要 | The experiment courses were importment parts in Science education developed in Taiwan. Since The Guideline of grade 1-9 Curriculum was implemented, the Ministry of Education incorporated environmental education into one of the six issues of The Guideline of Grade 1-9 Curriculum with increasing awareness o environmental protection. The experiment courses of Science and Technology, one of the most crucial indicators of environmental education goals for school, has a huge influence on the campus surroundings and nearby. The main purpose of the study was to understand whether the designation of experiment courses cohered with environmental protection in junior high school. To understand teachers' opinions of experiment courses and interviews were carried out among eleven experts, scholars and junior high school teachers with background of environmental protection and experiment teaching from central Taiwan. In he end, some improvements in those experiment courses were put forward. The results of the study were shown as follows: (1) In Experiment courses, there were some experiments which might create pollution but have room for improvement. For examples, "Cu-Zu electric cell", "To electrolyze CuSO4 solution", "Temperature and Reaction rates", "Reversible reaction and Chemical equilibrium" and so on. (2) The experiment weasts were controlled by reduce weasts from source (example: "cutting down the amount of chemical used") and terminal treatment (example: reusing weasts). (3) In the course of experiment teaching, teachers' environmental cognitions and environmental attitudes played an important role in students' environmental behaviors. Teachers should strengthen environmental knowledge and skills of experiment weasts treatment. |
本系統中英文摘要資訊取自各篇刊載內容。