非制式科學博物館生物科技課程規劃之研究－紮根理論應用之芻議

本研究是研究者四年來對於生物科技教育推廣課程規劃的行動研究歷程。九年一貫教育改革中，制式教育之學校老師被賦予新的期望，那麼非制式教育中之教育人員當如何自我期許則是本研究之研究動機。本研究先依文獻探討整理出非制式教育之教育特質、非制式科學教育課程規劃內容，與非制式活動規劃模式，以此奠定非制式教育課程規劃之理論基礎；再融合四年來規劃生物科技課程的實務經驗，發展出非制式科學博物館之課程規劃模式理論為含有三階段規劃時期的螺旋模式。為了針對非制式教育課程規劃模式進行實證工作，本研究根據質性研究之紮根理論，改編江新合教授之「教學情境錄影帶」之質性量化流程，發展出「非制式科學博物館課程規劃模式理論」質性量化流程。本研究期能對非制式教育工作者提供經驗與心得，俾能助益非制式教育體制的「教育服務」品質。

關鍵字

非制式教育；生物科技教育；課程規劃；質性研究；紮根理論

並列摘要

This study is an action study on biotechnology education andextension curriculum planning, done by the researcher over the past four years. In the 9-year education reform, teachers in the formal system are given new goals. The motive of this study is what kind of message the teachers in non-formal education want to convey. Through literature review, we listed the characteristics, curriculum planning content, and activities of non-formal science education as the basic theory of curriculum planning of non-formal education. Furthermore, with the combination of empirical experience gathered over the last four years, the reseacher developed the three phases of spiral mode theory of curriculum planning for non-formal science education at the museum. In order to process the empirical work on the nonnformal education curriculum planning model, we amended the quantified process of the Professor ChiangHsinhe's ”teaching simulation tape” and developed the ground theory based on the ”Curriculum Planning Model for Non-formal Education at Science Museum.” The reseacher hope that this study will provide some insights that will help educators to enhance the ”education service” quality of the non-formal education system.

並列關鍵字

無資料

參考文獻

王雅亮(2002)。非制式右腦科學教育教學模式之研究－以國立科學工藝博物館生物科技實驗室教學爲例。科技博物。6(2)，42-57。

Driver, r.,Leach, T.,R. Yager (Ed.)(1993).What Research Says to the Science Teacher, Volume 7, The Science, Technology, Society Movement.Washington, D.C.:National Science Teacher`s Association.