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

• Main Authors: Ming-Hsueh Hsieh, 謝明學
• Other Authors: Shu-Sheng Lin
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/71786317825617150080

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.