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題名 | 從建模觀點分析高中化學教科書中原子理論之建模歷程及其意涵=From Modeling Perspectives to Analyze Modeling Processes of Atomic Theory in Senior High School Chemistry Textbooks and Their Implications |
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作者姓名(中文) | 劉俊庚; 邱美虹; | 書刊名 | 科學教育研究與發展季刊 |
卷期 | 59 2010.12[民99.12] |
頁次 | 頁23-53 |
分類號 | 523.7434 |
關鍵詞 | 化學教科書; 建模歷程; 原子理論; 模型; Chemistry textbook; Modeling process; Atomic theory; Model; |
語文 | 中文(Chinese) |
中文摘要 | 教科書在科學教學扮演非常關鍵的角色,許多教師相當依賴教科書來計畫 教學的內容與過程,教科書亦常會利用模型來介紹科學理論的發展與概念。因 此,本研究主要採取內容分析法對1974 年至2009 年間16 個版本高中化學教科書「原 子理論」單元進行分析比較,並根據建模歷程(模型描述與選擇、模型建立、 模型效化、模型分析與評估和模型調度)之要素對教科書進行解構,以探究模 型在我國高中化學教科書中所扮演的角色和功能,以及教科書是否具建模歷程 的要素。本研究結果顯示,大部分教科書仍以陳述科學事實與概念為主,教科 書中對於建模歷程著重於「模型描述與選擇」和「模型建立」,至於「模型效 化」與「模型分析與評估」則較為缺乏。最後,本文亦針對研究結果提出教科 書編寫之建議。 |
英文摘要 | The importance of textbook in science education has been acknowledged in science education. Most of teachers plan their lessons according to the structure and content of the textbooks. The purpose of this study was to adapt content analysis method to evaluate the structure of atomic theory and modeling processes (namely model description, model selection, model construction, model validation, model analysis, model deployment, and model reconstruction) in 16 chemistry textbooks published between 1974 and 2009. It was designed to investigate the roles and functions of models in high school chemistry textbooks. There are two major findings: (i) most chemistry textbooks present factual knowledge of chemistry; (ii) the atomic model description, model selection, and model construction were covered, however, little model validation, model analysis and evaluation during the modeling processes were discussed. As a result, we suggest that emphasis on modeling processes of the atomic theory is needed to be explicitly addressed in textbooks in order to provide students with clear descriptions of the models for meaningful learning in science. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。