國小“自然與生活科技”教科書中科學史內容之分析

Analyzing the Historical Content of Elementary Science and Technology Textbooks

呂紹海(Shao-Hi Li) ； 巫俊明(Chun-Ming Wu)

《新竹教育大學教育學報》 25卷2期 (2008/12) Pp. 1-31

https://doi.org/10.7044/NHCUEA.200812.0001

摘要

本研究旨在分析目前國內四個主要版本之國小自然與生活科技教科書（南一、康軒、翰林及牛頓）中的科學史內容。爲兼顧分析之廣度及完整性，因此採用Leite於2002年所發展的科學教科書科學史內容分析檢核表做爲分析之主要依據。結果顯示：目前國小「自然與生活科技」教科書中的科學史內容以簡略的傳記資料、科學發現或簡化（線性與直接）的科學演進過程爲主，很少呈現科學家的人性面、科學概念或儀器的真實發展過程及其政治、社會或宗教的背景，加上多數的歷史資訊被定位爲補充內容，讓學生自由選讀，同時很少安排閱讀以外的學習活動，以引導學生思考或探討科學史背後所蘊含的豐富內涵，因此幾乎無法達成課程大綱「使學生得以藉助科學發現過程之了解，體會科學本質及科學探究的方法和精神」之目的。

關鍵字

自然與生活科技 ； 科學史 ； 教科書 ； 內容分析

並列摘要

The purpose of this study was to analyze the historical content of elementary science and technology textbooks. To fully and deeply cover in spread and depth all the aspects that should be considered, the checklist for analyzing the historical content of science textbooks developed by Leite in 2002 was used as the basis of the analysis. The results show the historical information included in the textbooks analyzed is superficial in nature. ＜||＞Biographic data＜||＞ and ＜||＞linear and straightforward＜||＞ types of evolution of science are the most frequent items. The textbooks analyzed seldom present the humanistic element, the real evolution of a science concept or technological device, and the diverse contexts in which the evolution of science occurred. In addition, the textbooks analyzed tend to give a complementary role to the historical content in the teaching of science, and include very few learning activities focusing on the history of science. Thus, the results of the study show the historical content included in the textbooks analyzed can hardly give students an adequate image of science and scientists' work.

並列關鍵字

science and technology ； history of science ； textbook ； content analysis

參考文獻

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