高中探究本位課程之設計與實施的個案研究－以新興科技議題為例

本研究主要目的在於提供一個高中其設計與實施新興科技探究本位課程(Emerging Technology Inquiry-based Curriculum, ETIC)之成功範例。資料來源包括課室觀察記錄；教材、會議記錄等文本資料；教師與學生的半結構式晤談；以及學生的問卷資料。本研究採個案研究法，參與者為六位高中科學教師以及一個學生小組。研究主要發現如下：(1)ETIC之教學目標在培養學生對環境議題的關懷、發展替代能源的知識以及運用探究來進行學習；(2)ETIC之課程設計由教學目標轉化而成，主要包含「專家講座」、「補充教學」、「校外經驗」以及「科學探究」等成分；(3)ETIC在實施上採取「刺激誘發」、「教學介入」與「引導探究」等機制；(4)ETIC課程提供學生經驗科學探究的歷程，培養學生高層次思考的能力。

關鍵字

中等教育；探究本位課程；新興科技

並列摘要

The purpose of this study was to provide a successful case for designing and implementing an Emerging Technology Inquiry-based Curriculum (ETIC) in a senior high school. The data sources included fieldnotes, a collection of artefacts (such as teaching materials, meeting records), interviews (both for instructors and students), and open-ended questionnaires from all students. The interview participants for this case study included six secondary science teachers and a purposively selected student group, with four students. The results revealed that (1) the objectives of ETIC included a concern for environmental issues, developing knowledge of renewable energy, and involvement in scientific inquiry; (2) the foundation for ETIC curriculum design was built around the objectives above, with the approach including ”professional lectures,” ”supplementary instruction,” ”out-of-school experience,” and ”scientific inquiry;” (3) the ETIC implementing mechanisms included ”exciting stimulation,” ”teaching intervention,” and ”guided inquiry;” and (4) the students’ experiences closely reflected the objectives of ETIC. Furthermore, the students recognized important features of scientific research.