研究生: |
陳怡均 I-Chun Chen |
---|---|
論文名稱: |
十二年國教下教師對國中生應具備的地球科學素養看法之研究 A Study of Teacher’s Expectations of Earth Science Literacy among Junior High School Students for The 12-year Compulsory Education System in Taiwan |
指導教授: |
張俊彥
Chang, Chun-Yen |
學位類別: |
碩士 Master |
系所名稱: |
地球科學系 Department of Earth Sciences |
論文出版年: | 2014 |
畢業學年度: | 102 |
語文別: | 中文 |
論文頁數: | 114 |
中文關鍵詞: | 12年國教 、國中地球科學教師 、地球科學素養 |
英文關鍵詞: | the 12-year compulsory education system, junior high school earth science teachers, earth science literacy |
論文種類: | 學術論文 |
相關次數: | 點閱:159 下載:3 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
本研究使用問卷調查,探討十二年國教下,國中地科教師心目中學生應具備之地球科學素養及其相關因素。希望透過教學第一線教師們的意見,從實務角度深入探討,試著提出未來因應之道,期許研究能供教育主管機關和學校參考。本研究於民國103年(2014)三月進行正式施測,並於五月進行紙本問卷施測,一共發放160份問卷。最後共有線上問卷50份,紙本問卷共回收68份,回收率42.5%。篩選後剩下110份有效問卷,作為研究分析之樣本。
研究發現將近一半的學校每週只有一節地科課,其中有高達85%認為地科每週一節是非常不夠的,且沒有任何教師覺得每週1節的時數是很足夠的!對於每週授課2節的教師而言,有95%認為這樣的時數剛好、足夠。目前約95%的學校地科課程安排在三上和三下進行,且十二年國教舉行的教育會考約在五月初至五月中舉行,建議地球科學課程應該要每週上兩堂課才是較為恰當的安排。雖然在多媒體教學器材與設備的狀況已較提升,然而在地科專科教室及其內的器材與設備是較為不足的,在中小型學校更為明顯。研究也發現對於12年國教大部分教師皆了解,僅有16%的教師表示不熟悉,但只有32%的教師真的認同12年國教課程的理念與目標內容。另外,在有68%的地科教師要教授不只一科的科目。
根據問卷結果顯示國中地球科學教師對於學生應達到之地球科學素養,在知識部分以天然災害與地球環境相關議題最重要,技能部分以主動應用所學解決日常生活問題為先,而態度部分,珍惜和善用資源及感受或察覺到地球科學在日常生活中的應用是最重要的。在研究中也發現各國中教師雖有不同背景但對於地球科學素養的看法並無明顯差異,不論在性別、年齡、年資、區域和畢業科系皆呈高度相關,表示看法一致。
This study uses survey research to investigate teacher’s expectations of earth science literacy among junior high school students, when the 12-year compulsory education system is implementing in Taiwan. This report utilizes teachers’ perspectives and took practical views to examine the status quo of earth science education at the junior high school level in Taiwan. It is expected that the study will provide useful information for school education improvement and curriculum refinement in Taiwan.
The main study involved 160 junior high school teachers and an online survey was conducted in March of 2014, with a response rate of 42.5%. Finally the study had a total of 110 valid survey for paper and online survey.
The survey study found that almost half schools only have one class per week, 85% teachers were considered very inadequate. But the schools have two classes per week, 95% teachers were considered enough to teach curriculum completely.
About 95% of schools teach earth science curriculum at third grade. Although multimedia and teaching equipment are available, there are shortages of earth science classroom in the small and medium-sized schools.
There are three finding about teacher’s view for the 12-year compulsory education system. (1) Most teachers understand the 12-year compulsory education system, and 16% of teachers did not understand the system. (2)32% of teachers agree with the idea of the 12-year compulsory education system. (3)68% of the earth science teachers had to teacher more than one subject.
The result of teacher’s expectations of earth science literacy among junior high school students involve three difference phase of knowledge, skill and attitude. Most Earth science literacy knowledge was based on the issues of nature hazard and earth’s environment. The most important Earth science literacy of skill was the problem-solving skills. The most important Earth science literacy of attitudes were that student would treasure and make good use of resources and experience earth science applications in daily life. The teachers with different gender, age, seniority, regional and graduate department had highly correlated views of the earth science literacy. There are no significant differences in the view of the earth science literacy of the junior high school teachers.
江德川(2000)。國小四~六年級兒童科學素養之調查~以網際網路為工具。國立嘉義大學教學碩士班碩士論文。
李文旗、張俊彥(2005)。中學生應達到的地球科學素養?中學地科老師的觀點。臺灣師範大學學報:科學教育類,50(2),1-27。
李田英、曹博盛、左台益、謝豐瑞、黃福坤、陸健榮、張俊彥、楊芳瑩、洪志明、黃芳裕、張文華、張永達、童麗珠、楊文金、羅珮華(2008)。中學科學教師之教育學程修習狀況與成效。科學教育月刊,311,2-16。
李春生(1996)。我國中等學校地球科學課程的回顧與展望。科學教育月刊,178,14-21。
李春生、周家祥和萬義昺(1996)。簡介美國地球體系教育(ESE)。 科學教育月刊,187,28-42。
李堅萍(2002)。P C K理論於九年一貫課程中的意義。資訊研習,19(4),50-54。
段曉林(1995)。學科教學知識對未來科教師資培育上的啟示。論文發表於中華民國第一屆數理教學與師資培育學術研討會。彰化市:國立彰化師範大學。
張世忠、羅慧英(2009)。協同教學對國中學生所知覺的科學教師 PCK 之影響。科學教育學刊,17(1),49-68。
張俊彥、賴麗琴(2001)。它可行嗎? 「地球系統」為整合主軸之教學模組研究。科學教育學刊,9(4),323-350。
教育部(2003)。國民中小學九年一貫課程綱要。台北市:教育部。
教育部(2014)。十二年國民基本教育課程綱要總綱(草案)。
靳知勤(2002a)。「有素養」或「無素養」?--解讀非科學主修大學生對三項全球性環境問題之敘述表徵。 科學教育學刊,10(1),59-86。
靳知勤(2002b)。效化「基本科學素養問卷」。科學教育學刊, 10(3), 287-308。
靳知勤(2007)。科學教育應如何提升學生的科學素養—臺灣學術精英的看法,科學教育學刊,15,6,pp627-646。
劉新、張永達 (2003) 九年一貫國中自然與生活科技領域課程發展設計評量之策略,科學教育月刊260:41-51。
蔡惠琪(2004)。從地球系統教育看我國科學課程與環境教育概念。國立臺灣師範大學環境教育研究所碩士論文(未出版),台北市。
賴麗琴、張俊彥(2000)。 美國地球系統科學社區化課程發展計畫(EarthComm) 評介。科學教育月刊,232,61-67。
鍾聖校(1995)。國小自然科教學研究。台北,五南
蘇禹銘、黃台珠 (2010)。科學教師學校本位課程發展信念與實踐之個案研究。科學教育月刊,324。
AAAS(1990). Project 2061. Science for All American. New York: Oxford University Press
AAAS.(1989). Science for All Americans: A Project 2061 Report on Literacy Goals in Science, Mathematics and Technology, Washington D. C./ AAAS.
Agin, M.(1974). Education for Scientific Literacy: A Conceptual Frame of Reference and Some Application. Science Education, 58, 3.
American Geological Institute (1999). Earth System Science in the Community (Earth Comm).
Bybee, R.(1997). Toward an understanding of scientific literacy. In W.Graber & C.Bolte (Eds.), Scientific literacy,37-68. Kiel, Germany: Institute for Science education (IPN).
Cajas, F.(1999).Public understanding of science: using technology to enhance school science in everyday life. International Journal of Science Education,21(7),765-773.
Chin, C. C. (2005). First-year pre-service teachers in Taiwan — Do they enter pre-service program with satisfactory scientific literacy and attitudes toward science. International Journal of Science Education, 27(13), 1549-1570.
Colletta,A.T.& Chiappetta,E.L.(1989).Science Instruction in the Middle and Secondary School, Columbus, Ohio: Merrill Publishing Company.
Cross, R. T. (1999). The public understanding of science: Implication for education. International Journal of Science Education, 21(7), 699-702
Cross, R. T., & Price, R. F. (1999). The responsibility of science and the public understanding of science. International Journal of Science Education, 21(7), 775-785.
DeBoer, G. E. (2000). Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 37, 582-601.
Durant, J. R.,J. Gregory (Eds.)(1993).Science and Culture in Europe. London: Science Museum.
Fortner, R. W. (1991). Back to the earth for science education. Science Activities. 28(1), 6-7.
Grossman, P. L., Wilson, W. M., & Shulman, L. S. (1989). Teachers of substance: Subject matter knowledge for teaching. In M. Reynolds (Ed.), Knowledge base for the beginning teacher,23-36. New York: Pergamon Press.
Holbrook, J. and Rannikmae, M. (2009). The meaning of scientific literacy. International Journal of Environmental & Science Education. 4(3): 275-288.
Hurd, P. D. (1958). Science literacy: Its meaning for American schools. Educational Leadership, 16(1), 13-16, 52.
Hurd, P. DeH. (1998). Scientific literacy: New minds for a changing world. Science Education, 82, 407-416.
Hurd, P. DeH. (2000). Science Education for The 21st Century. School Science & Mathematics, 100, 282-287.
Laugksch, R. C. (2000). Scientific literacy: A conceptual overview. Science Education, 84, 71-94.
Klingensmith, D. W. (2000). The effects of teacher motor skill and Pedagogical Content knowledge on physical education teacher efficacy. Doctoral dissertation, University of Arkansas. Dissertation Abstracts International, AAT 3010165
Mayer, V. J. (1991a). Framework for Earth system education. Science Activities, 28(1), 8-9.
Mayer, V. J. (1991b). Earth system science. Science Teacher, 58, 34-39.
Mayer, V. J. (1991c). Earth systems education-a planetary perspective
Mayer, V. J. (1991d).The role of planet earth in the new science curriculum. Science Teacher, 58(2), 34-38
Mayer, V. J., Armstrong, R. E., Barrow, L. H., Brown, S. M., Crowder, J. N., Fortner, R. W., Graham, M., Hoyt, W. H., Humphris, S. E., Jax, D. W., Shay, E. L., & Shropshire, K. L. (1992). The role of planet earth in the new science curriculum. Journal of Geological Education, 40, 66-73.
Mayer, V. J. (1995). Using the Earth system for integrating the science curriculum. Science Education, 79, 375-391.
Mayer, V. J., & Armstrong, R. E. (1990). What every 17-years old should know about planet earth; The report of a conference of educators and geo-scientists. Science Education, 74(2), 155-165.
Miller, J. D.(1983).Scientific literacy: A conceptual and empirical review.Daedalus,112(2),29-48.
Miller, J. (2002). Civic Scientific Literacy: A Necessity in the 21st Century. FAS Public Interest Reports, 55(1): 3-6.
Miller, J. (2006). Civic Scientific Literacy in Europe and the United States. World Association for Public Opinion Research, Montreal, Canada.
National Research Council (1995). National Science Education Standards. Alexandria, Virginia: National Academic Press.
National Research Council,(1995). National Science Education Standards. Alexandria, Virginia, USA: National Academic Press.
Organisation for Economic Co-operation and Development (OECD). (2006). Assessingscientific, reading and mathematical literacy. Paris: OECD
Pella, M. O. (1967). Scientific Literacy and the High School Curriculum. School Science & Mathematics, 67, 346-356.
Shamos, M. H. (1995). The myth of scientific literacy. New Brunswick, NJ: Rutgers University Press.
Showalter, V. (1974). What is unified science education? Program objectives and scientific literacy. Prism II, 2, 1-6.
Shulman, L. S.(1986). Those who understand: Knowledge Growth in Teaching. Educational Researcher, 15(1), 4.14.
Shulman, L. S.(1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(l), 1-22.
Yager, R. E., & McComas. A.J. (1989). Assess teacher learning success in multiple domains of science and science education. Science Education. 70, 355-363.