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題 名 | 歷史導向物理課程對學生科學本質的了解、科學態度、及物理學科成績之影響 |
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作 者 | 巫俊明; | 書刊名 | 物理教育 |
卷 期 | 1:2 1997.10[民86.10] |
頁 次 | 頁64-84 |
分類號 | 303 |
關鍵詞 | 科學史; 科學史事例; 科學本質; 科學態度; 物理學科成績; History of science; History of science cases; Nature of science; Attitudes toward science; Academic physics; |
語 文 | 中文(Chinese) |
中文摘要 | 本文探討在慣用物理課程中加入科學史事例(歷史導向物理課程)對學生科學本 質的了解、科學態度、及物理學科成績之影響。研究對象是三個常態分班的五專二年級班級 ,計 128 名學生。 其中任選兩個班為實驗組,接受歷史導向物理課程;另一班為控制組, 接受慣用物理課程。 三個班均由同一教師任教。歷史導向物理課程共加入 5 個科學史事例 ,同時分為 H1 與 H2 兩種。 在 H1 中,教師明白指出事例內容與科學本質間的關聯; 而 H2 中, 教師則沒有明白指出事例內容與科學本質間的關聯,以觀察學生是否會自行做上述 之關聯。基本上本研究為前後測設計。不過,為了觀察科學史的量對學生科學本質的了解及 科學態度之影響, 特別在上學期末(上完 3 個事例)加測一次科學本質及科學態度測驗( 即中測)。研究結果顯示:(1) 歷史導向物理課程可以顯著增進學生對於科學本質的了解, 同時不會影響學生的物理學科成績。不過,學生的科學本質測驗分數之增加量,與所加入科 學史的量及教師是否明白指出事例內容與科學本質間的關聯,兩者均有關; 及 (2) 歷史導 向物理課程並不一定能顯著增加學生的科學態度之正向程度。若教師沒有明白地指出事例內 容與科學本質間的關聯,則甚至與慣用物理課程一樣,可能出現負面的影響。 |
英文摘要 | The purpose of this study is to investigate the effects of the use of history of science cases in conventional physics program (historical approach physics program) on student understanding of the nature of science, attitudes toward science, and academic physics achievement. The study involved 128 students in three classes. Two of the classes were randomly selected as experimental groups, and were exposed to the historical approach physics programs. The third class was served as control group, and was taught using a conventional physics program. All the three classes were taught by the same instructor. The historical approach physics program included 5 history cases, and was divided into two different subprograms H1 and H2. In H1, the instructor related the content of case histories explicitly to the separate dimensions of the nature of science, while in H2, the instructor did not make the relationship , for the purpose of seeing whether or not the students can make the connections themselves. The study was basically a pretest-posttest design. Yet, all the three groups were given additional midtests about the nature of science and attitudes toward science after they finished 3 units of case histories (at the end of the first semester), for the purpose of assessing the influence of the amounts of historical material on student understanding of the nature of science and attutudes toward science. The study indicates that: (1) the historical approach physics program could enhance students' understanding of the nature of science without detracting from the amount of students' physics knowledge. However, it seems that the students' gain scores on the nature of science test are related to the amounts of historical material and the connections made by the instructor between the content of case histories and the separate dimensions of the nature of science; and (2) it appears that the historical approach physics program does not necessarily foster a more positive attitudes toward science of students taking the course. If the instructor does not relate the content of case histories explicitly to the separate dimensions of the nature of science, the historical approach physics program may have negative effect on students' attitudes toward science as the conventional physics program does. Implications for science education are discussed. |
本系統中英文摘要資訊取自各篇刊載內容。