將達爾文演化論發展史融入大學生命科學通識課程之研究

A Study of the Integration of College Leve Life Science General with the History of Darwinian Evolution

廖麗貞(Li-Jen Liao) ； 林寶英(Bao-Ying Lin) ； 洪振方(Jeng-Fung Hung)

《科學教育學刊》 8卷2期 (2000/06) Pp. 179-198

https://doi.org/10.6173/CJSE.2000.0802.04

摘要

演化論或是創造論在解釋物種如何發生的議題上，備受爭議。同時，在生物教學之「演化」單元中，皆沒有融入科學史及將科學本質適當的呈現，以致學生對物種發生及現存物種的概念，仍存有各種迷思概念及缺乏學習動機。故本研究即嘗試以行動研究法與詮釋研究法建立一套將科學史哲融入生命科學通識教學之模式，並先以物種演化發展史為例，從科學、科技與社會的互動切入，發展出一套適合通識教育課程之教材教法，來探討學生在學習動機、科學思考，價值判斷，科學本質，以及對科學的態度等向度的成長，研究結果顯示，科學史融入大學生命科學通識課程之教學成效良好。在學生的科學態度、了解科學本質、在「科學的人文關懷及人文的科學素養」之思辨及價值反思與對生命科學通識課程之學習興趣等向度均有顯著的成長與發展。

關鍵字

科學史 ； 科學哲學 ； 通識教育 ； 達爾文 ； 行動研究

並列摘要

This study followed a design of collaborative action research. A set of teaching materials, workbook assessment, and related videotapes were edited for use with students in their General Education life science class. The instructional approach utilized dialogues and small cooperative groups to investigate the change of students' interest in general education, scientific attitude, understanding of the nature of science, growth of critical thinking, and general attitudes toward humanity and society. The results indicated that after learning with History of Science approach, (1) students' attitude toward learning changed from indifference to enthusiasm. Moreover, on the final open-ended questions related to perceptions of learning, 94.4% of the students expressed the view that the instructional approach enhanced their motivation and interests, (2) There was a significant difference (P=.034(superscript *)) between the preand post-SAI II. The final open-ended related to perceptions of learning indicated that 89% of the students reported a positive influence in their scientific attitude. (3) There was a significant effect (P=.001(superscript **)) on students' understanding of the nature of science. The analysis of interview transcriptions showed that students' understanding of the nature of science became more post-positivist during instruction. In addition, the final open-ended questions on perceptions of learning indicated that 89% of the students claimed the History of Science Approach improved their understandings of the nature of science, (4) There was a significant difference the pre-and post-workbook-assessments of cooperative learning groups, there (P=.0001(superscript ***)). The questions related to learning perceptions indicated that 91.7% of the students felt that their critical thinking and value reflection improved.

並列關鍵字

history and philosophy of science ； general education ； Darwin ； action inquiry