科學史教學對學生科學認識觀與概念學習的影響－不同教學順序的比較

Does Sequence Matter? The Influence of Teaching History of Science on Students' Scientific Epistemological Views and Conceptual Learning

10.6173/CJSE.2014.2203.04

邱奕華(Yi-Hua Chiu)；劉湘瑤(Shiang-Yao Liu)

光電效應 ； 科學史 ； 科學認識觀 ； 概念學習 ； Photoelectric Effect ； History of Science ； Scientific Epistemological Views ； Conceptual Learning

科學教育學刊

22卷3期（2014 / 09 / 01）

307 - 330

繁體中文

本研究旨在瞭解科學史融入科學教學單元對學生科學認識觀和概念學習的影響。本研究以高中一年級基礎物理「光電效應」單元設計三組教學方式：「科學史－科學概念教學」（後稱歷史概念組）、「科學概念－科學史教學」（後稱概念歷史組）以及「傳統教學」（後稱對照組），由一位物理教師在其授課班級依研究者提供的教學活動流程進行教學。參與學生有六個班級共270人，每組有兩班平均90位學生，最後約八成學生全程參與本研究。兩組實驗組所接受的教學除該單元原教科書內容之外，另加入科學史案例和科學本質的討論問題。透過科學認識觀問卷前後測結果發現，概念歷史組有最佳成效，對照組則顯著退步。另以學生課堂學習單的作答進一步分析兩個教學介入實驗組學生的科學認識觀。以該單元學習後之小考和段考成績比較三組學生該單元概念學習的表現，結果顯示三組學生並無顯著差異，至少科學史教學對學生學習光電效應這類較艱深的科學概念未產生不利影響。本研究結果顯示，先將該單元的內容知識教完後再帶入科學史教材的教學成效最佳，因此教學內容呈現的順序會影響學習效果。

The purpose of this study was to examine the effect of involving the history of science materials in a science unit on students' scientific epistemological views and conceptual learning outcomes. Taking the Photoelectric Effect as the subject, we designed three different combinations of teaching materials, e.g. History of Science-Scientific Concept (HOS-SC group), Scientific Concept-History of Science (SC-HOS group) and Traditional Teaching (control group), and provided these materials to one high school science teacher. This teacher followed the teaching instructions in all of her classes. 270 students in 6 classes were involved and separated into three groups, and about 80% of them retained in this study. In contrast to the control group, the two experimental groups obtained additional scientific history materials and reflective questions regarding nature of science. Comparisons of the pre- and post-tests of scientific epistemology views indicated a considerable improvement in the SC-HOS group and a notable deterioration of the control group, but no significant change in the HOS-SC group. Students' scientific epistemological views were further analyzed through their responses to the open-ended questions in the worksheets. There were no significant differences on the scores of unit quiz and midterm assessment among the three groups of students. Yet, HOS teaching did not have negative influence on students' science achievement either. Overall, the SC-HOS teaching approach demonstrated an advantage when teaching units with relatively tough concepts. This study concluded that different sequence of HOS and content knowledge presented in science instruction indeed have different effect on students' learning outcomes.

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