化學領域之STS師資培育課程架構

A Curriculum Framework for STS Teacher Preparation in Chemistry Domain

王澄霞(Cheng-Hsia Wang)

《化學》 54卷2期 (1996/06) Pp. 103-114

https://doi.org/10.6623/chem.1996035

摘要

構要：本研究設計“化學領域之STS師資培育課程架構”以作教師促進、輔導、提供學生高層次思考學習經驗的聯結架構之一種思考模式。設計化學領域之STS師資培育課程架構：(1)建立課程理念，(2)確定STS學習理諭，(3)設定學習目標，(4)開發學習單元(模組)模式，(5)發展STS專業能力模式，(6)開發學習層次，(7)編織指引以便(a)選擇STS議題和活動內容(b)選擇教學與評量策略。本研究方法採(1)敘述研究法：(a)經由文獻探討相關研究，設計本課程架構雛型。(b)收集國內STS議題相關報章資料，分析並探討我國教育內涵之社會需求。(2)大慧研究法(The Delphi technique)：在職及職前教師對議題之看法。(3)行動研究法：經由本雛型設計之STS食用油和清潔劑學習單元的實際活動結果，來試探本課程架構之適用性，修正改進為本課程原型。此設計中之學習活動具有下列特徵：(a)以學習者為中心(b)以問題為中心(c)根據學習者的已有知識(d)連結於教室外的世界(e)連結於社會、文化和環境相關議題(f)培養能作抉擇及解決問題的高層次思考和(g)鼓勵個別學習，同時鼓勵合作學習，以提昇倫理及社會價值觀(h)發展STS教師專難能力。經由本架構雛型設計之STS食用油和清潔劑學習單元，使用於職前教師，結果種現此學習單元，可促進學習者的開放性思考並提昇學習者的有關知能及價值觀見解。本雛型經使用後改進為架構原型。此研究所開發的化學領域之STS師資培育課程架構原型，己由本研究小組繼續使用開發STS臭氧層及溫室效應單元。也歡迎其他教育研究者使用，修正和改進此架構原型，以便促進學習者建構知能。

關鍵字

課程架構 ； 師資培育

並列摘要

This study provides instructors a way of thinking about a curriculum framework for linking among learning activities to facilitate and guide high order thinking experiences in an STS teacher preparation course. This framework: (1) established the rationale for the curriculum; (2) identified 81'8 learning theory; (3) set the learning goals; (4) designed a model for developing learning units and modules; (5) designed a model for professional development; (6) developed learning phases; and (7) formulated guidelines for selecting: (a) STS issues and contents and (b) strategies of instruction and assessment. The learning activities in this framework are by the following features: (a) learner centered; (b) problem centered; (c) based on learner prior knowledge; (d) linked to the world outside the classroom; (e) linked to the social, cultural, and environmental issues; ＜0 cultivating high order thinking for decision making and problem solving; (g) encouraging individual as well as cooperative learning to promote ethics and social values; and (h) developing professional capability. From the curriculum framework (primal type) were developed STS cooking oil and detergent modules, which the researcher used as the anchor for the activities that the presevice teachers engaged in. The results showed that the modules stimulated learners' open-ended thinking and promoted relevant knowledge and views. The primal type was improved after use to become a prototype. The prototyrpe framework is being used by our studygroup to, develop STS ozone layer and greenhouse effect modules. It can be adapted, modified, and refined to other STS learning in which learners are helped to construct knowledge.

並列關鍵字

Chemistry ； Curriculum-framework ； STS Teacher