發展性別容納式的在地科學—以國小自然社團為例

• Main Authors: chen yin ju, 陳音汝
• Other Authors: 蔡麗玲
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/10020014174201840163

碩士 === 國立高雄師範大學 === 性別教育研究所 === 95 === Summary How do we apply criticisms of the feminism leveling at the mainstream science to the natural science education in elementary schools? Action research was adopted in this study. In a science club in an elementary school, the researcher, the cooperative researcher, and the community residents who participated in the longan industry collaboratively developed a community-based curriculum. The curriculum integrated the four major characteristics of gender-inclusive science induced by Barton(1998) and Harding's idea as the science being the local knowledge system. Through the spiral circulation process of communicating, reflecting, and revising the curriculum content and teaching strategy, the researcher designed a two-stage curriculum. It is hoped to transmit to students some ideas through the teaching process. The ideas include: (1)Scientific knowledge is acknowledged as culturally and socially bound;(2)Scientific knowledge should reflect the holistic and interactive characteristics of nature; (3) Contributions of women and minorities to science should be incorporated into a historical analysis of the scientific knowledge development; (4) Science is realized and practiced through multiple ways. After implementing the longan curriculum involving the spirit of gender-inclusive science, the participating teachers and students in the action research demostrated the following professional growth and learning achievements. (1) The teacher who developed a community-based curriculum with the local residents collaboratively became the bridge of the students and the local knowledge. (2) Students walked into the larger community classroom and learned from the grannies' rich knowledge about longan. They realized that science actually exists in the construction of social culture. (3) Students can learn through multiple ways, such as real experience and cooperation. (4) Following the adjustments made in the course content, teaching strategies, and assessment, the science classrooms have gradually turned to be less man-dominated. In the study, the researcher found that the implementation of integrating gender-inclusive science into the science classrooms helps improve students’ ability of examining the nature of science. Moreover, it also allows teachers to have more reflection about science.