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題名 | 科學史融入高中物理之教學研究=A Study on the Instruction Integrating Science History in High School Physics |
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作者 | 洪木利; 陳和玉; 溫武男; | 書刊名 | 物理教育 |
卷期 | 3:1 1999.04[民88.04] |
頁次 | 頁35-57 |
分類號 | 523.7333 |
關鍵詞 | 科學史; 科學本質; 高級中學; 教學法; 物理; Science history; Nature of science; Senior high school; Teaching method; Physics; |
語文 | 中文(Chinese) |
中文摘要 | 探討不同的科學史融入式教學封學生的學習成就與科學本質觀的影響,本研究採 準實驗研究設計, 以三種不同的教學方式,進行科學史融入高中物理的實驗教學。 共有 5 位物理教師,12 個高二班級,552 位學生參與; 三個班編為控制組,維持教師慣用的教學 方式教學;其它九個班則為實驗組,分別進行「合作學習法」、「問答法」、及「講述法」 的科學史融入式教學。實驗教學為期一個月。本研究以林陳涌所編的「了解科學本質問卷」 蒐集師生的科學本質觀資料,並以兩份自編問卷分別蒐集教師意見與學生學習感受,進行質 與量化的分析。此外,教室觀察、晤談、及學生月考成績也是主要分析資料來源。量化資料 以頻率分析、卡方考驗、相依性 t 考驗、 共變數分析法、及變異數分析法進行統計分析。 主要結果有下列四項:( 1 )教師在課堂上若進行科學史與科學本質觀的連結, 其引用的 科學史量太少反而會造成學生科學本質觀的退步; ( 2 )問答法及講述法的分析結果顯示 ,教師與其學生的科學本質觀存在正相關。然而,若在以學生為中心的教學法上,如合作學 習法,師生問的科學本質觀相關則較模糊; ( 3 )在學生的學習成就上,「問答法」和「 講述法」的實驗教學與控制組較無顯著差異; 「合作學習法」則有助於提昇學生的學習成就 '@(4) 科學史教學可提升學生學習興趣及思考能力,依效果強弱排序為「合作學習法」、「 問答法」、「講述法」。 |
英文摘要 | In comparison with teachers' original instructional methods, the present study evaluated the effects of three experimental teaching methods, that integrated science history in high school physics, on students' academic achievement and their understandings of nature of science. A quasi-experimental design which used nonequivalent pretest-posttest design was employed in this study. Five teachers in four different senior high schools participated in this teaching experiment. Twelve 11th grade classes with 552students were divided into four teaching methods groups. Three classes were in the control group that received teachers' original instructions. The others received one of three experimental teaching methods integrating science history in high school physics. Three experimental teaching methods were didactic instruction, question-answer technique, and cooperative learning. The teaching experiment proceeded one month. Semi-constructed interviews, classroom observations, school examination results, and three different questionnaires were applied for data collection. Two researcher-designed questionnaires asked for feedback of participating teachers and students respectively. Another questionnaire employed was the Understanding of the Nature of Science Scale (UNOS), which was administered to both participating teachers and students to investigate the associations between. Quantified data was analyzed by descriptive statistics, x, dependent t-test, and analysis of covariance and variance. The results revealed: (1) The scores of students' understandings on the nature of science retrograded when instructor did make connections between scientific history and the nature of science in class but the contents of science history used were less than certain amount. (2) There were no significant associations found between UNOS scores of teachers and ones of their students. (3) Comparing with control group, experimental teaching of cooperative learning did promote students' academic achievements; but the other two experimental teaching methods did not. (4) Learning attitudes and thinking skills of students were significantly improved while the experimental teachings integrating science history into physics instruction. Cooperative learning had the best results, and question-answer technique and didactic instruction followed in descending order. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。