國中自然領域教科書的科學問題認知歷程向度與探究能力之內容分析

本研究旨在分析國中自然領域教科書中科學問題的認知歷程向度與探究能力之分布情形，以依據十二年國民基本教育自然科學領域課綱審定之108學年度之南一版、康軒版及翰林版第一冊和第二冊為分析對象。本研究所採行的研究方法為內容分析法，待答問題有六點：一、三個版本的教科書中「科學問題之認知歷程向度的總體呈現方式與比重」為何？二、三個版本的教科書中「科學問題之探究能力內容的總體呈現方式與比重」為何？三、三個版本的教科書中「科學問題在元件設計的認知歷程向度和探究能力呈現方式與比重」為何？四、三個版本的教科書中「科學問題在單元主題的認知歷程向度和探究能力呈現方式與比重」為何？五、十二年國教自然科學領域課綱之第四學習階段學習表現的「創造」、「觀察與定題」與「討論與傳達」三個向度間的關係為何？六、PISA 2018科學能力素養架構和十二年國教自然科學領域課綱中學習表現間的符應關係，與教科書中科學問題在PISA 2018科學能力素養三個向度的百分比例為何？經由上述探討，本研究將主要的研究發現加以歸納，作成以下結論：一、自然科學領域教科書中科學問題的認知歷程向度多集中在了解和分析兩個層次，較少有更高層次的問題。二、自然科學領域教科書中科學問題的探究能力向度多分布於推理論證和分析與發現兩個項目，鮮少有建立模型和討論與傳達。三、三個版本自然科學領域教科書的元件設計略有差異，但組成相似。科學問題數量的比例在各版本間上下冊並無一致的趨勢，且三個元件皆以了解、分析、推理論證和分析與發現為主。四、三個版本自然科學領域教科書的單元主題差異不大，科學問題的認知層次以了解和分析為主，探究能力則著重在推理論證。五、創造、觀察與定題與討論與傳達三個向度間關係可以「以問題為中心的合作學習」教學模式呈現；創造多為擴散式問題，觀察與定題多為聚斂式問題。六、「評估和設計科學探究」向度在三個版本均不及 PISA 2018科學能力素養的建議值的一半。

關鍵字

自然科學教科書；內容分析；科學問題；科學素養

並列摘要

The purpose of this study was to investigate the distribution of cognitive process and inquiry ability of scientific problems in the natural sciences textbooks of junior high school. Content analysis was adopted for this study to examine three versions of junior high school natural sciences textbooks, volume 1 and volume 2, which all developed on the base of Curriculum Guidelines of Natural Sciences Domain of 12-Year Basic Education. Six major research questions were raised: 1.What are the "overall presentation methods and proportions of the cognitive process dimensions of scientific problems" in the three versions of the textbooks? 2.What are the "total presentation methods and proportions of the content of the inquiry ability of scientific problems" in the three versions of the textbooks? 3.In the three versions of the textbooks, what are the ways and proportions of the presentation of scientific problems in the cognitive process dimension and exploration ability of component design? 4.In the three versions of the textbooks, what are the ways and proportions of the presentation of scientific problems on the cognitive theme of the unit theme and the ability to explore? 5.What is the relationship between the three dimensions of "creation", "observation and problem identification" and "discussion and communication" in the fourth learning stage of the domain of natural sciences under the Curriculum Guidelines of 12-Year Basic Education? 6.What is the relationship between the PISA 2018 scientific literacy framework and the performance of learning in the domain of natural sciences under the Curriculum Guidelines of 12-year Basic Education and the percentage of scientific problems of the three dimensions between the natural sciences textbook and PISA 2018 scientific literacy? The results of the study was summarized as follows: 1.The cognitive process of scientific problems in natural sciences textbooks of junior high school is focuses on two levels of understanding and analysis mainly, and fewer problems on higher levels. 2.The exploration ability of scientific problems in natural sciences textbooks of junior high school is focused on the theoretical argumentation, analysis and discovery. There is few models established and discussed. 3.The element design of the three versions of the natural sciences textbooks of junior high school is different slightly, but the composition is similar. The ratio of the number of scientific questions has no consistent trend among the various editions, and the three components are mainly based on understanding, analysis, reasoning, analysis and discovery. 4.The theme of the three versions of the natural sciences textbooks of junior high school presents little difference. The cognitive level of scientific problems is based on understanding and analysis, and the ability of theoretical argumentation. 5.The relationship between the three dimensions of creation, observation and problem identification, and discussion and communication can be presented in the teaching model of Cooperative Learning with Problem-based Learning Strategies; creation is prone to divergence problem, and observation and problem identification are inclined to the convergence problem. 6.The dimension of evaluation and designing scientific inquiry is less than half of the evaluation of PISA 2018 scientific literacy science in the three versions of the natural sciences textbook.