A Study on Incorporating Stories of Scientists into the Science and Technology Course of Higher Grades in an Elementary School

• Main Authors: Jou, Jin-Lian, 周金蓮
• Other Authors: Kao, Huey-Lien
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/51020736806411508993

碩士 === 國立屏東大學 === 科普傳播學系數理教育碩士班 === 103 === The objectives of this study include: 1. examining the influence of incorporating stories of scientists into the science and technology course on viewpoints of the nature of science among higher grade students; 2. the difficulties and solutions in the process of integrating the stories of scientists into the course. Both qualitative and quantitative methods were employed in this study, by adopting classroom observation, interviews, document analysis, teaching journal as well as the “Questionnaire on Students’ Viewpoints about the Nature of Science” designed by Huey-Lien Kao (2002), to investigate the pre-test and post-test results. The research subjects were 28 higher grade students from an elementary school in Kaohsiung. The researcher selected appropriate reading materials for these higher grade students in accordance with the science and technology course, adapted the materials into stories about scientists, and designed questions for students to consider and discuss, in order to comprehend the changes in students’ viewpoints concerning the nature of science. The research results are as follows: 1. the incorporation of stories about scientists into teaching effectively enhances the students’ viewpoints concerning the nature of science, especially the nature of scientific knowledge: a. the “tentativeness”, “replicability”, “publicity” and “predictability” of students’ understanding of the nature of scientific knowledge all show significant difference; b. the “empiricality” and “theory-laden” of students’ understanding of the nature of scientific inquiry show significant difference; c. the “ethics and morality” and “the importance of scientific community” of students’ understanding of the nature of scientific enterprise show significant difference. 2. The problems of PCK (Pedagogical Content Knowledge), teaching material selection and compilation, as well as teaching time limits, can be solved through a teacher professional development group, along with the elaboration of teaching materials.