非科學主修國小職前教師對於奈米科技的另有概念之研究

Investigations on the Alternative Conceptions of Non-science Pre-service teachers about Nanoscale Science

陳均伊(Jun-Yi Chen)

《物理教育學刊》 14卷1期 (2013/07) Pp. 29-45

https://doi.org/10.6212/CPE.2013.1401.02

摘要

將奈米科技融入中小學校的科學課程，已成為科學教育的重要議題之一，國小職前教師是否具備奈米科技學科知識，將影響其教學實務與國小學生的學習成效。本研究旨在探討非科學主修的國小職前教師，對於奈米的定義，以及與奈米科技相關自然現象的另有概念。研究對象為31位大學二年級修習國小教育學程的職前教師，其主修科目是非科學與科技相關的學科。採用開放式問卷與晤談等方式，針對奈米的定義，以及蓮花效應、生物羅盤、壁虎效應等自然現象，探討職前教師對於奈米科技概念的另有概念。依據職前教師的作答進行資料分析，經編碼、分類與整理後，形成另有概念類別。研究發現多數職前教師不瞭解奈米的基本定義，認為奈米是一種粒子或產品，且無法使用奈米科技概念說明相關自然現象，他們較常以生活經驗或已知知識為基礎建構另有概念，少數職前教師會使用奈米一詞，卻不知其原理，而有些職前教師的另有概念則與科學史的發展平行。

關鍵字

另有概念 ； 奈米科技

並列摘要

One of the significant issues of science education is to integrate nanoscalescience into elementary school scientific curriculum. Elementary school pre-service teachers' knowledge about nanoscale science is crucial to nanoscale science education. The purpose of this article is to investigate the alternative conceptions of non-science pre-service teachers about nanoscale science. The objects are 31 sophomores from a college of education. They are non-science majors. The open-ended questionnaire is developed to ask them describe what nanometer means and explain the common phenomena about lotus effect, gecko's foot and sea turtle’s migration. All pre-service teachers are also interviewed to illustrate their ideas. Open coding is adopted to form categories and assertions. It is found that a large number of pre-service teachers hold alternative conceptions of nanoscale science. They do not know the definition of nanometer and regarded nanometer as a particle or a product. They cannot explain the phenomena about nanoscale science and lacked qualitative understanding even if they use the terminology. They usually construct their alternative conceptions based on their daily life experience or fragmental knowledge. Some of their alternative conceptions are parallel with scientific history.

並列關鍵字

Alternative conception ； Nanoscale science