- 期刊
融入能源議題於自然科學課程以促進國中生的能源素養
Fostering Junior High School Students' Energy Literacy Through Integrating the Energy Issue into Science Curriculum
摘要
自然科學領域課程綱要將「能源的開發與利用」列入學習內容架構，能源素養的培養亦為近年國內外重要的教育課題。本研究嘗試於九年級科學課程中融入能源議題，探討教學前、後學生能源素養的改變。教學活動分為三個階段：電池結構解說、雙人議題論證、小組決策行動，除了強化能源科學知識的學習外，另運用即時反饋系統，使學生在能源議題的討論中建構論點，並在小組成員互動的歷程中，提出節能的行動方案。本教學研究採用已發展的電腦化測驗，評量學生在教學前、後於「能源知識」、「能源議題及資訊」、「公民責任及永續社會」與「節能減碳生活型態」四個構面上的表現，以評估此教學設計是否可提升學生的能源素養。研究結果顯示，學生於四個構面的學習均有顯著之提升，為進一步了解學生於各構面的變化情形，各構面經編碼後，亦發現學生於環境知識、論證推理、關懷態度與節能行為四個編碼類別與其次項目中，均呈現正向之改變。藉由列舉能源議題及資訊與節能減碳生活型態兩構面之前、後測結果，並對應學生於論證活動與小組行動中之課程記錄，可更進一步瞭解教學策略對於學生能源素養改變的影響。雖知識和行為面向在教學後具有高度之提升，惟於「能源議題及資訊」構面尚未達理想標準，教師應適時於課程中融入能源議題進行教學以提升能源素養，使學生能以理性的判斷與實際之行動解決真實世界之問題。
並列摘要
The topic of "Energy Exploitation and Use" has been included in the new Science Curriculum Standards. In recent years, energy literacy is also an important educational agenda all over the world. This study aimed to develop an instruction for 9th graders that energy resources and environmental issues are incorporated into an existing science unit. Students' energy literacy was assessed to evaluate the influence of this instruction. Three components of the instruction were applied in which students are not only equipped with scientific concepts to deal with energy issues but also inspired to propose action plans for energy conservation. The instant response system was adopted to allow students to present their individual stances and reasons and communicate with other peers. Sixty-six students completed a computer-based test for energy literacy before and after the instruction. The energy literacy assessment included energy concepts, reasoning in energy issues, civic responsibility for a sustainable society, and low-carbon lifestyle dimensions. Results indicated that students have a significant improvement on the assessment, especially with the large effect sizes on the dimensions related to knowledge and behavior. However, students' written responses to essay questions showed that there is a need to improve their competence to discern information and support their claims with reasoned warrants with evidence. This study recommended that incorporating issues into science teaching could equip students with rational judgment and authentic action.