從認同的觀點分析學童對科學本質的了解與科學生涯的知覺

Analyzing Elementary School Student's Understanding of the Nature of Science and Their Perceptions of Having a Future Career in Science

莊嘉坤(Chia-Kuen Chuang)

《科學教育學刊》 7卷4期 (1999/12) Pp. 343-366

https://doi.org/10.6173/CJSE.1999.0704.03

摘要

本研究的目的在於以社會認同理論的觀點，探討科學認同程度不同的國小學童，對科學本質與對科學生涯的想法或知覺。研究工具爲「國小學童對科學本質的了解與科學的生涯目標調查問卷」，研究樣本包括12所國小五、六年級學童，共計724人；並選取對科學認同程度不同的學童36人作爲晤談對象。研究結果發現：
在國小班級結構中，同儕與非同儕科學家的人數比例爲2：1，意圖成爲科學家的學童約僅佔五分之一。學童們對科學本質的想法之心智表徵。可分爲科學是發明或發現、科學爲思考的活動、科學是一種方法、科學即知識、視科學爲物品或東西、科學的價值與其他等七個類型。同儕科學家對於二十種不同的職業類別的科學特質與社會地位之判斷評分，均高於非同儕科學家。惟兩組群的學童對生物學家、化學家與物理學家等職業類別所作判斷之差異性很小，是學童們一致認同的「科學家職業」。交叉分析學童在問卷上的反應，與對科學認同程度不同的學童深入晤談的資料，顯示學童對科學本質與科學的生涯目標之想法仍是片斷的，且相當自我。學童自我意象、對科學與科學家意象之建構，符合社會認同理論之分類、認同與比較等社會化歷程的詮釋基礎，並與學童自主建構知識的觀點相呼應。

關鍵字

社會認同理論 ； 同儕科學家 ； 意圖成爲科學家 ； 科學本質 ； 科學生涯

並列摘要

The purpose of this study was to investigate elementary school students' understanding of the nature of science and their career goals related to science. Questionnaires were utilized to collect data of students' identity toward science, their understanding of the nature of science and their career goals related to science. Randomly chosen from 12 schools, 724 elementary students in the fifth and sixth grades took part in this study, among them were 36 students with different scientific identities who were interviewed.
The results indicate that only one-fifth of the students intended to be scientists, with the composition of the elementary school classes having a ratio of peer scientists to nonpeer scientists of two to one. Students' mental representation of the nature of science can be divided into seven categories: science is an invention or discovery, a thinking activity, a method, a kind of knowledge, an object or a thing, a kind of value, and others. The judgment of students of peer scientists on the characteristics of science and the social status of 20 different occupations were higher than non-peer scientists. However, this was not the case for occupations as biologists, chemists, and physicists since all students agreed that people who hold these jobs are scientists. The analysis of information from the interviewed students revealed that students' understanding of the nature of science and career goals related to science remains fragmented and egocentric. Students' self-image and their image of science and scientists correspond to the socialization process-social category, identity and comparison, which can be found in social identity theory, and they also correspond to the viewpoints of students' self-construct.

並列關鍵字

social identity theory ； peer scientists ； intend to be scientists ； nature of science ； career of science