建構主義與科學教育進步

Constructivism and the Progress of Science Education

徐光台(Kuang-Tai Hsu)

《歐美研究》 29卷4期 (1999/12) Pp. 153-183

摘要

在當代科學教育理論中，崛起了一個相當特別的學說－建構主義。此一新「典範」強調人是建構知識的主體，無論在教、學、課程、哲學基礎等方面，它都對傳統科學教育「典範」，產生了相當大的衝擊。本文擬從多義的建構主義出發，通過皮亞傑對兒童科學概念的研究，及其對孔恩省思科學進步的影響，進而省思科學教育的進步。相對於傳統科學教育「典範」，建構主義肯定兒童具有主動建構的能力，較合於科學教育的內在目的。它提供了兒童中心的觀點來看學童科學概念的發展，積極面對兒童迷思概念與現代科學概念間不合的問題。在實施科學教育方面，它有助於師生關係的發展與民主價值的推展。

關鍵字

建構主義 ； 皮亞傑 ； 孔恩 ； 科學進步 ； 科學教育進步

並列摘要

In contrast to traditional theories of science education, constructivism emerges as a new ＂paradigm.＂ This paper attempts to analyze the influences of constructivism on the progress of science education. Among a variety of constructivisms is that which Jean Piaget iniates to connect his epistemological constructivism with science education in his studies of children's conceptions of nature, etc. Under Piaget's influence, Thomas Kuhn reflects on the progress of science in terms of ＂paradigms,＂ or the revolutionary achievements of great scientists, in his work, The Structure of Scientific Revolutions. Through an analysis of the combined influences of Piaget and Kuhn, the author offers his own reflection on the contributions of constructivism to the progress of science education, particularly in the aspects of educational ends, children-centered points-of-view, teacher-student relationships, and the value of democracy.

並列關鍵字

Constructivism ； Piaget ； Thomas Kuhn ； scientific progress ； progress of science education

參考文獻

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Bickhard, Mark H.(1997).Constructivisms and Relativisms: A Shopper's Guide.Science and Education.6

Cobern, William W.(1993).The Practice of Constructivism in Science Education.Washington, D. C.:AAA Press.

Comte, Auguste(1970).Introduction to Positive Philosophy.Indianapolis and New York:Bobbs-Merrill.

Darwin, Charles(1859).On the Origin of Species.London:John Murray.