高中奈米科技課程之概念與命題陳述的建構

為開發台灣地區高中奈米科技課程，提升高中學生對奈米科技概念的理解，本研究邀請奈米科技專家、科學教育專家和資深高中奈米科技教學的教師，組成研究團隊，透過國內外的文獻分析、專家會議與資深高中自然科教師定期開會討論，共同發展台灣地區高中奈米科技課程的專家概念圖、命題陳述、單元主題與學習目標。經由外聘專家群與高中資深教師完成專家效度的檢覈。研究結果包括：1.高中「奈米科技」的專家概念圖。2.由高中奈米科技專家概念圖發展成命題知識陳述，強調科學概念的語意關係與科學原理的說明。3.由文獻分析發展高中奈米科技課程，除奈米科技簡介外，包含重要的（1）.奈米尺度、（2）.自然界的奈米物質、（3）.奈米物質的特性、（4）.奈米製程、（5）.檢測奈米結構、（6）.奈米科技應用、（7）.奈米科技對人類健康與環境及社會的影響等七大單元主題。4.再依據單元主題，發展完成各單元主題認知面的學習目標，以供日後發展奈米科技課程參考使用。

關鍵字

奈米科技課程；命題陳述；高中；概念圖

並列摘要

To develop the high school nanotechnology curriculum and to enhance the understanding of the nanotechnology concepts for high school students in Taiwan, we organized a research team with nanotechnology experts, science education experts and senior high school teachers. Through literature review, we held many regular meetings of experts and senior high school science teachers to develop the concept maps of experts, Propositional statements in the high school nanotechnology curriculum in Taiwan. We also have completed checked the validity of experts by external experts, senior groups of high school teachers, The results include: 1. the expert concept map of high school nanotechnology, 2. the propositional statements developed by the high school nanotechnology concept map, and 3. the development of nanotechnology high school curriculum from the literature analysis. In addition to the Introduction, it contains the most important sections included the seven unit topics: (1) nanometer scale, (2) properties, (3) the characteristics, (4) fabrication (5) testing nanostructures (6) applications, (7) human health and the environment and social impact. Finally we developed the learning objectives of cognitive development to offer the development of nanotechnology to use for reference in the future.

並列關鍵字

concept map ； high school ； nanotechnology curriculum ； proposition statement

被引用紀錄

林書霆（2014）。奈米科技教學模組融入高中物理之成效研究〔碩士論文，國立臺灣大學〕。華藝線上圖書館。https://doi.org/10.6342/NTU.2014.11173

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高中奈米科技課程之概念與命題陳述的建構

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