科學寫作理論與教學之探討

An Exploration of Science Writing Theories and Instruction

10.6384/CIQ.200804.0173

洪月女(Yueh-Nu Hung)；靳知勤(Chi-Chin Chin)

科學文本 ； 科學寫作 ； 科學寫作教學 ； 科學讀寫 ； science text ； science writing ； science writing instruction ； science reading and writing

課程與教學

11卷2期（2008 / 04 / 01）

173 - 191

繁體中文

科學閱讀與寫作教學的研究在國外已有數十年的歷史。科學寫作是輔助科學學習與應用的工具，能培養學生透過寫作來紀錄、發問、思辨、探究與整合學習結果。科學寫作也能幫助科學實驗或研究成果的傳播與推廣。本文從三個面向探討寫作在科學教育所扮演的角色與重要性，分別是：寫作輔助科學的學習，寫作促進科學的推廣，以及寫作統整科學教育與語文教學。本文也探討國外科學寫作的研究，包括科學文本的特性，科學寫作的歷程，科學寫作的教學策略，以及科學寫作的評量等，以供國內科學教育以及語文教育學者與教師參考、借鏡。文章最後提出科學寫作有待回答的理論與實務問題，並提出五項建議，以供國內科學教育學者與教師作為未來研究與教學的參考。

Research on science reading and writing has been pursued in foreign countries for decades. Writing facilitates science learning and application, and students learn to record, ask questions, think critically, do inquiry, and integrate their learning of science through writing. Writing also helps with science dissemination and promotion. The article, first of all, explores the role and importance of writing in science education from the following three aspects: writing facilitates science learning, writing promotes science, and writing integrates science education and language learning. Then the paper goes on to review and synthesize the related literature and research on the nature of science text, science writing processes, science writing instructional strategies, and science writing evaluation. Finally, theoretical and practical questions about science writing are posed and five suggestions are made for our science education researchers and teachers in Taiwan.

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