調查中學地球科學教學現況及學生應具備之地球科學素養

Investigating earth science teaching status quo and expected earth science literacy of students in the secondary school

李文旗(Wen-Chi Lee)

指導教授 ： 張俊彥

國立臺灣師範大學/理學院/地球科學系/博士(2010年)

摘要

本研究透過問卷調查並佐以訪談，探究中學地球科學教師心目中學生應具備之地球科學素養之內涵及其相關的影響因素。除了學術理論的探究外，本研究亦以實務的角度來深入探討中學地球科學教學現況及其與科學素養發展間之相關問題，並嘗試提出未來因應之道，提供教育主管機關和學校做參考。
本研究經過二次預試性問卷調查後，於九十三年（2004）五月針對全國1,000所中學對象為台灣地區中學九十二學年度（2003.08-2004.07）任教地球科學之中學教師，共計一千名發出問卷，回收702份有效問卷，作為研究分析之正式樣本。
研究結果發現任教中學地球科學的老師有42%為地球科學相關科系畢業。在地球科學教學現況方面，教師在地球科學地質、天文、氣象及海洋四大學門的教學可以發現，高中教師在教學準備上的自信心遠高於國中教師，而大型學校的老師又高於小型學校的老師。教師們都一致認為地球科學是一門相當生活化且符合時代趨勢的科目，也覺得辦理增能研習及在職進修對任教是必要且是有幫助的。另外，在地球科學專科教室設備和多媒體教學器材方面普遍不足，且存在城鄉差距情況。
研究結果也發現，中學地球科學教師對學生應達到之地球科學素養看法的差異主要是受教學年資的影響。整體而言，所有教師均認為中學生應達到的地球科學素養，在知識方面應以與地球環境保育有關的議題為最重要，技能部份以能應用所學知識解決日常生活為先，而在態度部分則是以愛惜生命珍惜資源並欣賞大自然之美為重。
最後，教師們認為理想上之地球科學教育目標最重要為態度，其次為知識，人數最少為技能，和訪談教師的看法幾乎相同，而在實際教學上達成地球科學教學目標使用時間多寡發現，排序在前三項以知識最多，態度其次，技能則沒有，很明顯的應該是受到升學進度及壓力的影響。在教學現場可以發現，老師們不論在理想上或是實際上的教學目標均認為中學生其實不必讓學生學習太多高階的科學能力，只要培養正向學習態度和基本的知識就可以，即使是能力也只要用來解決日常生活即可，不必具備像科學家一樣的能力。

關鍵詞：中學地球科學教師；地球科學素養；教學準備程度；地球科學教育目標。

關鍵字

中學地球科學教師 ； 地球科學素養 ； 教學準備程度 ； 地球科學教育目標

並列摘要

This study used survey research and interview to investigate secondary school science teachers’ perceptions on the constituent elements of earth science literacy of secondary school students and the factors that influenced their perceptions. This study took not only theoretical but also practical views to examine the status quo of earth science education at secondary school level in Taiwan and its relation to the development of scientific literacy. It is expected that the study of teachers’ perspectives on earth science literacy would provide useful information for school education improvement and curriculum refinement.
After two pilot tests, the main study of a national survey of 1,000 secondary earth science teachers was conducted in May 2004, with a valid response rate of 70.2%.
The survey study found that about 42% of the earth science teachers were earth science major in their teacher preparation programs. Regarding teaching preparation for the four sub-areas of geology, astronomy, oceanography, and meteorology, teachers who taught at high schools and at large size schools felt more confident in teaching than those who taught at junior high schools and at small size schools. The surveyed teachers all agreed that earth science as a subject matter was very daily life related and accords with the trends of the times. The teachers felt that related workshops and in-service education were needed and would be helpful for their teaching improvement. The study also found that the teaching equipments and multimedia technologies in the earth science classrooms were generally insufficient for teaching needs and there was a discrepancy existed between schools in urban and rural areas.
The results revealed that the differences in teachers’ perceptions on earth science literacy of secondary school students were mainly influenced by the teachers’ seniority of teaching. As ranked by the teachers in the three scientific literacy dimensions of knowledge, skill, and attitudes, the most important components of secondary student earth science literacy were: knowledge related to environmental protection, applying what have learned in solving daily life problems, and the attitude to treasure life and resources and to appreciate the beauty of the nature.
When asked about the preferred teaching goals in earth science education, the teachers ranked the goals in the order of attitude, knowledge, and skills, which was in accordance with the teachers’ views examined in the interviews. As for the teachers’ actual teaching goals, the results indicated a change of teaching emphasis and the ranking order became knowledge, attitude, and skill. The fact that the knowledge domain was drastically emphasized in the teachers’ actual teaching practice could manifest the impact of the high school/college entrance examinations on teachers’ teaching priorities.
Finally, both in their preferred and actual teaching goals, the teachers reported no need for secondary school students to be equipped with higher-order scientific abilities. That is, for the earth science teachers, it would be quite enough for the secondary school students when they are able to acquire basic science knowledge, to have positive attitude on learning, and to have the ability to solve problems in their daily lives.

Key Words： secondary school teachers, earth science literacy, level of teaching preparation, goals of earth science education

並列關鍵字

secondary school teachers ； earth science literacy ； level of teaching preparation ； goals of earth science education

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