七段式科教活動之開發與設計－以經緯儀之施作為例

Design and Development of a Seven-step Science Event: A Case Study of Theodolite Application

陳正治

《科技博物》 4卷4期 (2000/07) Pp. 58-71

https://doi.org/10.6432/TMR.200007.0058

摘要

羅吉斯(Rogers C. R.)引自馬斯洛(A. H. Maslow)之「需求層次理論」，認為人類最高層次的心理需求是完成自我實現的目標，當人類有機體受到尊重和自尊的需要得到滿足時，就能更好地完成自我實現，並且能更加自覺地獲得與實現相一致的經驗。換言之，羅氏認為有意義的學習指的是在智育方面能「活用知識」，在情意方面能應用與以前不同的觀點看待自己，能內外皆更趨開放地接受自己及他人，因而能更自信、更有彈性、更具自我導向並使行為更驅成熟（林進材，民88）。
本文著眼於應用羅氏的教學理論基礎，開發設計一套「七段式科教活動」之教學方法，其方法在於將科學教育活動分為七個步驟，即「動機導入」、「科學演示」、「科學內涵」、「科學動手做」、「科學設計師」、「科學解答師」及「科學評論師」等，重點在於將傳統學習評量者的角色由教師改為學生本身，以適度滿足學生希望成就自己、達到自我實現的理想。
研究中以「經緯儀」為例，教導學員如何利用傳統三角測量方法進行建物高度的測量、傳統測量方法之缺點、何謂經緯儀(Theodolite)、經緯儀之功能（如俯角與仰角之測量）、經緯儀施作與實物操作等，並進行實施前與實施後的成效調查，以學員對教師所提問題的答題正確率為指標，結果顯示施行成效由實施前
的40%，變成實施後的95%。同時，學員的學習評價反應調查，結果亦顯示在一般平均水準之上。
七段式科教活動之開發、設計、執行與評量，雖較耗時費力，但就提供資賦優異生學習環境而言，效果顯著且獲得好評，可作為科學類博物館及一般學校推廣教學活動之用。

關鍵字

需求層次理論 ； 自我實現 ； 經緯儀 ； 高度角 ； 俯角 ； 科學動手做

並列摘要

The principle of levels of need developed by Rogers C. R. out of A. H. Maslow acknowledges that the highest level of human psychological need is the realization of self. When a person's need for physical respects and self-respect is satisfied, it is easier for him or her to achieve this self-realization, and it is easier for one's own feelings to be consistent with one's experiences with reality. In other words, Rogers believes that meaningful learning should lead to ”living knowledge” in intellect, while emotionally is should enable a person to look at himself from a new viewpoint so that he can accept himself and others more readily, both internally and externally. This will enable him to progress toward greater maturity with more confidence, more flexibility and more self-assurance.
I have utilized Rogers' principles as the basis for designing a 'Seven-step Science Activity'. This approach breaks down a science educational activity into seven stages including 'Beginning with motivation'; 'Scientific demonstrations'; 'Scientific theorem'; 'Hands-on learning by doing'; 'Scientific quest designer'; 'Scientific quest analyst'; and 'Scientific criticism'. The main point here is to shift the traditional role of learning evaluation from the teacher or the instructor to the student, thus satisfying the students' hopes for success on his own and thus achieve the realization of self.
The research uses the theodolite as a model, showing students how to use traditional triangulation methods to accurately measure the height of a building. It also points up the shortcomings of the triangulation method, what a theodolite is and what it can do (namely, measure included the angle of elevation and angle of depression) as well as how to use the instrument. The product includes pre and post surveys using the accuracy of students' answers to questions posted by the instructor as an index.
The survey showed that accuracy went from an average of 40 percent before the course to about 95 percent following the course. At the same time, a separate survey showed that students rated this course higher than most similar courses.
The seven-step process of learning science involves conceptualization, design, execution and evaluation and thus is requires more effort and time than is usually expended on such projects. Yet is has proven to be mote effective and mote highly regarded for its ability to create an environment which encourages learning and acquisition of knowledge. Thus it is very suitable for applications such as educational activities for schools in science and technology museums.

並列關鍵字

levels of need ； individual development/personal realization ； theodolite ； angle of elevation ； angle of depression ； hands-on learning by doing