融入科學史教學對高中學生的科學本質觀、對科學的態度以及學習成就的影響

The Effect of Inclusion of History of Science on Senior High Students' Understanding of the Nature of Science, Attitudes toward Science, and Academic Achievement

10.6173/CJSE.2009.1702.01

林陳涌(Chen-Yung Lin)；鄭榮輝(Yung-Ta Chang)；張永達(Jun-Hui Cheng)

科學史 ； 遺傳學史 ； 科學本質 ； 對科學態度 ； History of Science ； History of Genetics ； Nature of Science ； Attitudes toward Science

科學教育學刊

17卷2期（2009 / 04 / 01）

93 - 109

繁體中文

本研究探討融入科學史教學對高中學生科學本質觀、對科學的態度及科學學習成就的影響。本研究發展的「在豌豆尋找雙螺旋」教材，分五個主軸歷時約60年含蓋近20則歷史事件，圍繞在分子生物學的發展，呈現科學活動、科學知識與科學社群的動態交互作用。進行實驗教學的學校為台北市某女子高級中學，總計有六個班級共234名學生參與，實驗組與對照組各3班。研究發現經歷融入科學史教學的學生，在科學本質觀或是對科學的態度均顯著的優於對照組，在學業成就上則沒有顯著不同。進一步分析學生在網站對教學的回饋，發現提供「在豌豆尋找雙螺旋」教材，能使學生對科學知識的動態發展過程，與對科學家及科學社群的互動有比較深刻的印象。

In this paper, history of science was integrated into science teaching in order to improve high school students' understanding of nature of science, attitudes toward science, and academic achievement in genetics. Rather than one episode or two of history of science used in previous research, our teaching material in study, Looking for Double Helix from Peas, conveys nearly 20 episodes of history of science and covers more than 60 years. The teaching material was all about the development of molecular genetics and was developed to demonstrate the dynamic interaction among scientific activities, knowledge, and community. The research was conducted in a summer class at a girls' senior high school in the city of Taipei. The study involved 234 students, in six classes, entering grade twelve. Of these, three classes were the experimental group and the other three classes were the control group. It was found that experimental classes performed significantly better than control group classes in understanding of nature of science and attitudes toward science. However, there was no statistical difference between the classes in genetic achievement. Further analysis on students' feedback, drawn from a website about the integration of history of science in science teaching, was particularly able to improve students' understanding of the dynamic processes of scientific knowledge development and the interaction between scientists and the scientific community.

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