高中生STS模組教學與批判思考意向的探討

黃博成(Bo-Cheng Huang)

指導教授 ： 洪志明

國立臺灣師範大學/理學院/化學系/碩士(2006年)

摘要

本研究的目的是結合課本中的教材與時下社會的熱門議題，開發設計『醣』與『太陽能』兩套STS模組課程，並藉由蒐集、分析數據，來探討學生在相關概念及學習上的成效，以及STS模組教學對於高一學生『批判思考意向』的影響。本研究之對象為台北市某高中一年級的學生，共八十人。
研究結果如下：
1. 在STS模組教學活動後，學生的知識層面有明顯成長。使用『醣』模組之X班級其科學概念前、後測分數差異達13.1分；使用『太陽能』模組之Y班級其科學概念前、後測分數差異達11.8分。針對平均值差異進行t檢定結果發現均達顯著值（p＜0.05），說明模組活動對學生知識層面的確有影響。
2. 學生在『批判思考意向量表』之平均得分主要集中在3.51-4.00、4.00-4.50、4.51-5.00、5.00-5.50三個區間，而樣本中『批判思考意向』分數極高（5.51-6.00）和較低（2.00-2.51）的人數並不多，整體約略呈常態分佈，且超過一半的學生『對科學的態度』之平均得分比期望值高。
3. 學生『對批判思考的意向』和接受兩個模組教學後之成就測驗成績的相關係數分別是0.156及0.438，顯示有相關性。同時分析系統性與分析力、心胸開放、智識好奇心、整體與反省思考四個維度與接受模組教學後之成就測驗成績的相關顯著值亦均大於0.05，顯示沒有顯著的相關性，表示接受模組教學後之成就測驗成績與四個維度沒有顯著的相關性。
4. 大部分學生對本次教學活動抱持正面態度，包括認為這種教學很有趣、覺得這種上課方式比只聽老師講解課本內容更好，也希望下次教師還能使用類似教學模組的方式進行教學。

關鍵字

STS模組 ； 太陽能 ； 太陽能電池 ； 醣 ； 批判思考 ； 批判思考意向

並列摘要

The purpose of this research is to design “Sugar” and “Solar Energy” STS module curricula connecting books to popular issues in society. Base on the records gathered and analyzed the records, we discuss the effect of students` knowledge in chemistry to learning work, and the contribution of STS module curricula to the “critical thinking dispositions”. The subjects of our study are student from a senior high school in Taipei.
The conclusions of this study are as follows：
1. Students showed obvious progress in the knowledge after being exposed to the STS module curricula. For “Sugar” module` science-concept tests, the students got better grades on post-test than on pre-test. The difference between the means approached 13.1; in “Solar Energy” module` science-concept tests, the students got better grades on post-test than on pre-test, and the difference between the means approached 11.8. Besides, T test for statistical significance in the difference between the means was significant（p＜0.05）. This demonstrates that the modules contribute to students` knowledge.
2. The means of the students quantified performance on the “critical thinking dispositions” got, focused on four point of interval : 3.51-4.00、4.00-4.50、4.51-5.00、5.00-5.50, and the number of those who got highest point（5.51-6.00）and lower point（2.00-2.51） was few. The students` grades presented normal distribution approximately, and more than half of students got better grades than the expected point.
3. The coefficients of correlation between students` “critical thinking dispositions” and grades of achievement test were 0.156 and 0.438, which showed they were correlativity. An analysis of the systematicness and analyzing at the same time, the opening of mind, the curiosity of knowledge, whole think and introspect think four pieces shows that the relevant value is greater than 0.05, which show that there is not apparent interdependence between the four degrees and grades of achievement test.
4. Most students are positive about these teaching modules. They felt it is so interesting. They considered it better than teachers` lectures in which students just listened to teachers` explanation. They hoped their teachers would adopt the STS module teaching methods like these teaching modules.

並列關鍵字

STS Module ； Solar Energy ； Solar Cell ； Sugar ； Critical Thinking ； Critical Thinking Dispositions

參考文獻

鍾冬玉（2002）：國中公民科實施批判思考教學之實證研究。國立中山大學教育研究所

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鄭峻玄（2003）：STS教學策略與生活科技課程STS教學活動設計。生活科技教育月刊，3（36），36-41

郭家宏（2000）：STS學習模組之研究開發-「糖」與「紙」。國立師範大學化學研究所碩士論文

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