A Survey of In-Service Elementary School Teachers in the Central Region of Taiwan on the Incorporation of Controversial Issues in Science and Technology into the Learning Area of Nature Science and Life Technology
碩士 === 國立嘉義大學 === 國民教育研究所 === 91 === This study surveyed the opinions of In-Service elementary school teachers, who had a minimum of one-year experience in teaching natural science in Middle Taiwan, concerning the issue of incorporating controversial issues in science and technology into nature scie...
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| Format: | Others |
| Language: | zh-TW |
| Published: |
2003
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| Online Access: | http://ndltd.ncl.edu.tw/handle/71786317825617150080 |
| Summary: | 碩士 === 國立嘉義大學 === 國民教育研究所 === 91 === This study surveyed the opinions of In-Service elementary school teachers, who had a minimum of one-year experience in teaching natural science in Middle Taiwan, concerning the issue of incorporating controversial issues in science and technology into nature science and life technology. A total of 400 questionnaires were sent and 317 were returned. Six of them were interviewed in focus group. The research findings were as follows:(1) most teachers confused science with technology;(2) 74.4% teachers agreed to discuss controversial issues in science and technology in science classroom and 25.6% disagreed;(3) 43.8% teachers would choose the controversial issues related to the problems about science and technology encountered by students in their daily lives;(4) 76% teachers agreed to foster students’ skill in problem solving was the most important objective when controversial issues in science and technology were discussed in science classroom;(5) 79.8% teachers would use “discussion” as a main teaching approach;(6) Most teachers thought insufficient teaching hours and the difficulties of evaluation would be problems in teaching controversial issues in science and technology;(7) 65％teachers were not sure whether they maintain neutral or not in the discussion of controversial issues in science and technology;(8) 71.9% teachers would encourage students to carry out their consensus in action;(9) 91.2％ teachers thought that when instructing on controversial issues in science and technology, one should involve not only scientific knowledge, but also content in other relevant areas;(10) 94% teachers agreed that the existing teacher education program gave little help to discuss the controversial issues in science and technology.
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