摘要 本研究主要的目的在把生活化主題式教學的課程融入國中的教學環境中,希望能藉由「生活主題式教學」的特質與功能,使學生科學創造力能夠在這個教學環境下得以培養茁壯,並研究學生在此教學環境下,科學創造的的表現情況。本研究主要對象是以國中一年級的學生作為研究對象,以國中二年級為參考對象,上課課目則是以聯課活動名稱進行。本研究探討的主題有(1)「生活化主題式教學」和科學創造力之相關性(2)「生活化主題式教學」下,學生科學創造力表達的情形(3)分析「生活化主題式教學」對學生科學創造力之影響。而在科學創造力評量方式則採(敏感性、流暢性、變通性、精緻性、獨創性等)各項目作定性的分析。另外本研究也作了學生學習意願調查,一般認為此種教學環境,能使學生有較多的自主學習的機會,能發揮自的思想表達自己的意見,此種教學模式合乎培養科學創造力的要件,研究結果顯示在此種教學模式下,能夠提供給學生充分培養發揮科學創造力的的環境,是一種值得推薦的教學方式。
ABSTRACT This study is aimed to understand how STS teaching in junior high school can promote students’ scientific creativity. The subjects were the first grade junior high school students, who were under experiment in their extra-curricular activity class, and their performance was compared with that of the second grade high school students. There were three aspects to explore in this study: 1. What is required in school to help students develop their scientific creativity? 2. What is the difference to develop the students’ scientific creativity through STS teaching? 3. How do the students show their scientific creativity with STS teaching? The evaluation of the students’ scientific creativity was a qualitative one, which was measured according to the subjects’ sensitivity, fluency, flexibility, accuracy, originality, etc. In addition, the subjects attitudes toward STS teaching were also surveyed. Generally speaking, STS teaching gives more chances of studying on one’s own and expressing one’s own ideas, which is necessary to develop one’s scientific creativity; thus, it is worthy of recommendation.