| Summary: | 碩士 === 國立花蓮教育大學 === 科學教育研究所 === 94 === Abstract
The purpose of this study was to investigate in the teaching of Nature Science and Technology, how elementary school senior students understand the implications of the competence indicators for the nature of science under Grade 1-9 Curriculum in 3 teaching activities of the nature of science. Based on the principle that observation is theory laden, the 2 main ideas of “the unitarity of repeated natural phenomena” and “science knowledge is not truth” were integrated in the practical teaching activities of nature of science to promote students’ understanding about the nature of science.
The research subjects were students from 4 6-grade classes in an elementary school in Yilan County, where the researcher served. A total of 126 students, 61 boys and 65 girls, were included. This research was an action research by an onsite teacher. Qualitative data and quantified data from the survey of the nature of science were extensively collected from students’ performance on the site. Regarding to the research results, the qualitative data showed that the promotion of senior graders’ understanding about the concept of nature of science allowed them to have better understanding about the temporality, duplicability, publicity, and theoretic implications in the nature of science. Quantitative data revealed that among the 4 classes, to which the 3 teaching activities of the nature of science was offered, one of the classes reached the significance level in the t-test of the pre- and post tests. The concepts of the temporality of the nature of science knowledge, the empiricality of the nature of science inquiry, the non-unitarity of the nature of science inquiry, the non-regularity of the nature of science inquiry, and the morality and ethics of the nature of science business presented P<0.01, indicating a significant difference in the results. The concept of science and technology of the nature of science business presented P<0.05, indicating a significant difference in the results. The temporality, non-unitarity, non-regularity, morality and ethics were positive and reached the significance level, while the empiricality and science and technology were negative to the significant level.
It was also discovered that in teaching activities, (1) it was not easy to present unitarity and temporality, and (2) if the same rich teaching situation could be re-created, the teaching effect could be boosted.
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