偏遠地區國小教師奈米科技課程設計與教學之行動研究

偏遠國小教師認為受環境限制缺乏奈米科技資訊，因此本研究以行動研究法探究偏遠地區教師自編奈米科技課程的歷程與教學的困境、成長與省思。本研究之個案教師任教於新北市雙溪區某偏遠國小，教學對象為十一位六年級學童。教學活動歷時共八週二十一節課，單元包括「自然魔術師」、「奈米是什麼米」、「現代多啦A夢」及「未來的世界」。主要的研究工具有「奈米科技認知問卷」、「自然科（奈米科技）學習態度問卷」；及質性工具：教學活動紀錄、教學檢覈表、學童學習文件與訪談等。研究發現：（1）學童奈米科技認知問卷的正確度由32%提升至88%，顯示學童雖然身處於偏遠地區，但因豐富的自然資源，對奈米科技的學習仍然能有顯著的進步；（2）學童奈米科技學習態度五等第問卷達到4.6，對新開發之教材有正向的態度；（3）個案教師經歷課程編排、試教及修正等的兩階段歷程，對奈米科技課程安排及偏遠地區教學提供具體性的結論與建議。

關鍵字

奈米科技；偏遠地區學校；行動研究

並列摘要

Due to restriction of remote districts, many teachers at the remote schools in Taiwan think that students faced the shortage of information about nanotechnology. This study adopted an action research to investigate the case teacher how to develop the curriculum, Nanotechnology Teaching (NT), and the predicament, growth and the introspection in teaching process. The case teacher taught at the remote districts in New Taipei City and had 11 sixth-grade students. The span of time was as long as eight weeks and 24 classes, including the units of ”Nature Magician”, ”What is Nano”, ”Modern Doraemon” and ”The Future world”. The instruments were Nanotechnology Cognitive Questionnaire (NCQ), Nanotechnology Learning Attitude Questionnaire (NLAQ), video/ audio recording of teaching, teaching diary, teaching activation records, teaching check list, student documents, interviews of students and so on. The findings were as followings: (1) the accuracy of NCQ was from 32％up to 88％. Because of the abundant natural resource, students in the remote districts could still show the advance after NT; (2) NLAQ score was 4.6 (indicates agreed), students had a positive appraisal towards NT. (3) After the case teacher experienced the two cycling processes of the curriculum development, teaching and revision, the study would provide the concrete suggestions for the NT in the remote districts.

並列關鍵字

nanotechnology ； remote elementary school ； Action research

國際替代計量

偏遠地區國小教師奈米科技課程設計與教學之行動研究

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