親子共讀情境中不同教育背景家長對科學的知識觀分析：以科學繪本《月亮•地球•太陽》為例

The Analysis of Epistemologies about Different Background Patriarchs in the Context of Parent-Child Book-Reading Interactions

10.6173/CJSE.2008.1603.05

陳彥廷(Yen-Ting Chen)；陳穎志(Ying-Chih Chen)

知識觀 ； 科學繪本 ； 親子共讀 ； Epistemology ； Parent-Child Book-Reading ； Parent-Child Interaction

科學教育學刊

16卷3期（2008 / 06 / 01）

325 - 350

繁體中文

本研究旨在探討兩位不同教育背景的家長，他們以科學繪本進行親子共讀的過程中，所呈現對科學知識內涵闡釋以及對科學知識觀的差異性。研究主要以非參與觀察的方式進行錄影、觀察，並輔以晤談之方式進行。蒐集的資料包括親子共讀活動的錄影、錄音內容所轉譯的語料文字、研究者的觀察札記、以及晤談錄音轉譯的語料。研究結果發現：兩位家長對相同的科學繪本所講述的科學知識在「多元性」、「正確性」均有差異。而在科學知識觀方面，科學教育背景家長在「科學教學」信念上呈現「過程導向」與「建構主義導向」混合的形式；在「科學學習」信念上呈現「建構主義導向」；在「科學知識本質」則呈現「建構主義導向」，非科學教育背景家長無論是在「科學教學」、「科學學習」或「科學知識本質」上均呈現「傳統導向」。此結果建議：1.家長在運用科學繪本進行親子共讀時，應自我釐清繪本中所涉及的科學知識；2.幼兒園在進行親職教育之輔導與宣傳時，可將科學知識觀的內涵納入議題，期能使家長對科學知識觀獲得更深層的理解。

This study explored the difference between two different background patriarchs about scientific knowledge and epistemologies in the context of parent-child book-reading interactions. Two children, one girl with her mother and one boy with his father, all living in Tainan, participated in this study. The average age of the children was four. The subjects were visited in school, where the father and the mother were asked to read a Chinese-language book entitled ”Moon•Earth•Sun” to their children. Parent-child interactions were audio-taped and video-taped and transcribed. In addition, the father and the mother were asked about their beliefs concerning science teaching, science learning, and nature of science. Parents' beliefs about science teaching, science learning and nature of science were respectively categorized as either ”traditional”, ”process”, or ”constructivist”. The results of this study showed that there were some differences about the correctness and diversity of scientific knowledge. It was found that the father held ”Constructivist” beliefs about science learning and nature of science, and ”Process” and ”Constructivist” mixed beliefs about science teaching. The mother held ”Traditional” beliefs about science teaching, science learning, and nature of science.

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