台灣所需優先解決的科學教育問題－科學與科學教育學者的觀點

Prioritizing Major Science Education Problems in Taiwan - Views of Scientists and Science Educators

靳知勤(Chi-Chin CHIN)

《教育學報》 42卷1期 (2014/06) Pp. 53-76

摘要

本研究採用德懷術（Delphi method），探討在台灣亟需處理的科學教育問題，其迫切性及其現況滿意度；亦探討實踐科學教育目標的障礙，以及未來能夠改善的期望程度。參與連續兩次調查的專家群包括27位科學專家和33位科學教育學者。研究發現，最需投入解決的前三項問題為「重視教師的科學素養養成」、「將科學學習與生活相互結合」與「在學校教育中融入有利國民科學素養養成之內涵」；滿意度最高的項目為「鼓勵並吸引科學家參與科學普及的任務」；至於提升國民科學素養的主要障礙為「台灣社會中的媒體環境惡劣」、「升學主義的魔咒，使科學素養的養成成效大打折扣」和「社會上普遍以功利與實用主義的觀點看待科學學習」；「與科學有關的教材常與生活經驗脫節」則被視為未來最可能改善的障礙。惟本研究發現，媒體文化與民眾社會信念的褊狹最令人擔憂。另在若干項目上，科學專家與科學教育學者間的觀點有顯著差異。根據所得結果，本文並提出省思與後續之建議。

關鍵字

科學教育 ； 科學教育問題 ； 科學素養 ； 德懷術

並列摘要

This research aimed to investigate the views of scientists and science educators about the tasks promoting scientific literacy in Taiwan for the past decade. The Delphi method was used and two back-to-back surveys were conducted. The participants were 60 college professors (27 in fields of science and 33 in science education). Results showed that the three most urgent tasks for science education were ＂promoting teacher’s scientific literacy levels,＂ ＂making science learning part of everyday life,＂ and ＂incorporation of scientific literacy into schools.＂ Second, ＂promotion of scientists’ participation for popular science＂ received the highest satisfactory level of all tasks. Third, the main obstacles to promoting of scientific literacy were ＂media environment,＂ ＂credentialism mindset in school,＂ and ＂utilitarianism and pragmatic views of scientific learning.＂ Fourth, ＂disconnection between real life and science teaching materials＂ was considered to be overcome most likely in the future. This research revealed that media culture and the biased conception of the general public on science learning were of great concern. In addition, significantly different views on several survey items between scientists and science educators were also worth noticing. Suggestions for future research and policymaking were raised.

並列關鍵字

science education ； science education problems ； scientific literacy ； Delphi method