- 期刊
科學通識課程之設計與實施―以“現代科技爭議探討”課程為例
The Design and Implementation of a Science Course in General Education: The Case of Contemporary Social Issues in Science and Technology
摘要
科學素養的培育有其延展性，既不限於中、小學，也不只有在學校的教育體制內。對於非主修科學的大學生而官，大學通識教育中之科學類通識課程，就具備繼續培育眾人科學素養的功能。而當今對於「素養」一詞的詮釋，除了指「個人具備讀與寫的基本能力」外，也必須在「社會、文化、溝通和語言」等個人與外界互動的過程來提及此一概念，如此才別具個體於情境中發揮其能力的特殊意義。所以，由此衍生之科學素養的意涵，就可包括幫助學生解讀與現代科技爭議有關的訊息，並且提出自己對於訊息內容的懷疑和批判。讓學生不僅學習科技爭議背後的基本知識和技能，也讓學生在新的脈絡中重新定位應用知識與技能的價值，及建立獨立思考的主體意識。 而「提升學生解讀科技訊息能力」、「促進學生養成使用科學的心智習慣」、「幫助學生活化所學的知識與技能」、進而「協助其建立身處於現代社會所需的『通識觀』」，這些都是大學通識課程可以達成的教學目標。由此，本文提出通識教育科學類課程之一―「現代科技爭議探討」的課程設計，作為實踐此些理念的範例說明。同時，藉由教學實務、評量、訪談、問卷調查和分析學生的作業內容，提出修正此一課程設計的相關建議。
並列摘要
Some understanding of the practical applications of scientific and technological knowledge is essential if one is to be a scientifically literate citizen in modem society. The purpose of this article is to introduce the planning, design and implementation of one course ”Contemporary Social Issues in Science and Technology” in general education at the college level. The course is designed to give non-major science students a basic knowledge of the social issues and limitations of scientific and technological development. It teaches students to read news critically, to decide what evidence to pay attention to and what to dismiss, and to distinguish careful arguments from misleading ones, This course also aims to foster and develop students' understanding of the concepts and applications of science and technology, further guiding students to evaluate the effects of science and technology on society and human life and to see the content as meaningful, thereby motivating them toward lifelong learning. Some teaching experiences and feedback information are also discussed in this article.