通識課程中社會／科學議題之選擇與提問

The Identification and problem-finding of socio-scientific Issues in General Education

黃俊儒(Chun-Ju Huang)

《通識教育季刊》 10卷3&4期 (2003/12) Pp. 19-38

https://doi.org/10.6745/JGE.200312_10(3_4).0002

摘要

資訊社會中，各項社會／科學議題(socio-scientific issue)日益繁複交錯，學生亟需培養分析、判斷及統整資訊的能力，以因應劇烈的環境變遷。鑑此，本研究透過科學新聞文本的多元特質，瞭解學生如何檢視社會／科學議題的意義向度及內涵，以及如何針對新聞內容提出討論問題；之後，並進一步探討這些學習特性背後的意義及對於通識教育課程設計的意涵。
從研究結果可以發現，學生在議題選擇上分別表現出情境鄰近性、生活鄰近性及專業鄰近性等三個特質，在問題的提問上則傾向於提出開放性及知識性的問題，並且會衡量自己對於問題求解的能力。據此，通識課程的設計中宜考慮不同鄰近性的特質，善用即時教材的媒介功能，並鼓勵學生進行議題式的行動研究。

關鍵字

社會／科學議題 ； 科學新聞 ； 問題提問

並列摘要

Issues in information society are complicated and inextricable. A long-standing goal of general science education is teaching students to diagnose socio-scientific issues intellectually. The purpose of this study was to apply a framework to explore students' identification and problem-finding of socio-scientific issues in general education.
The study shows that identification and problem-finding of issues appeared to be influenced by three factors: context, life-world, and specialty. The results have implications for general science educators when they develop curricula or plan instruction involving science news, particularly controversies related to socio-scientific issue in science and technology. A deeper understanding how students reason about these issues will allow educator to incorporate teaching strategies aimed at developing students' reasoning skills in these crucial areas.

並列關鍵字

socio-scientific issue ； science news ； problem-finding