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研究生: 陳明璇
Chen, Ming-Hsuan
論文名稱: 高中生物新舊課綱教科書之科學史內容分析和比較
Content Analysis and Comparisons of the History of Science in High School Biology Textbooks Compiled under the Old and New Curriculum Guidelines
指導教授: 劉湘瑤
Liu, Shiang-Yao
口試委員: 林陳涌
Lin, Chen-Yung
林樹聲
Lin, Shu-Sheng
劉湘瑤
Liu, Shiang-Yao
口試日期: 2021/06/22
學位類別: 碩士
Master
系所名稱: 科學教育研究所
Graduate Institute of Science Education
論文出版年: 2021
畢業學年度: 109
語文別: 中文
論文頁數: 103
中文關鍵詞: 內容分析法教科書研究科學史生物教科書
英文關鍵詞: content analysis, textbook research, history of science, biology textbooks
研究方法: 比較研究內容分析法
DOI URL: http://doi.org/10.6345/NTNU202100989
論文種類: 學術論文
相關次數: 點閱:125下載:5
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  • 本研究旨在瞭解十二年國教自然科課綱前、後高中生物教科書中科學史內容的差異。本研究以內容分析法分析不同課綱所編輯的高中生物教科書之科學史內容,研究樣本為兩個版本不同課綱之高中生物教科書,分析面向包含科學史內容篇幅、科學史內容特性與質性個案三個部分,其中內容篇幅以生物科學史在教科書中所占的數量與百分比計算;教科書中與生物科學史相關內容的呈現特色則以量化檢核表進行分析;質性個案研究則探討教科書中「拉馬克與達爾文兩人演化理論」相關內容的呈現情形。研究發現新課綱教科書之科學史內容篇幅有增加的趨勢,且將更多的科學史內容定位為基本教材,意即所有學生都必修研讀,此外,新課綱教科書所設計之科學史相關學習活動亦更具多樣性。而在個案研究的部分則發現,某一版新課綱教科書在圖說的部分能明確指出長頸鹿的例子是後人按照拉馬克與達爾文的理論所做的詮釋,若以「歷史資訊詮釋的合理性」而言是重要的修正指標;另一版新課綱教科書則在書中將演化理論的發展脈絡作更完整的呈現,為拉馬克建立起有別於過往被有意無意遭受貶抑的科學家形象。最後針對上述結論,提出建議以提供後續研究者與教科書編寫者參考。

    The purpose of this study is to compare the contents about the history of science (HOS) in high school biology textbooks edited under different guidelines. Content analysis is the method utilized to examine the content of the HOS in high school biology textbooks which are edited under Curriculum Guidelines of 12-Year Basic Education (the newest guidelines) and the Newly Revised High School Curriculum Guidelines (99 Guidelines). The analysis consists of quantitative and qualitative components. The quantitative analysis of different versions of textbook includes the amount of words and diagrams of the HOS materials by using the "Content Analysis Table of the History of Biological Sciences" to explore the presentation of the HOS. The qualitative analysis aims to explore the presentation of the evolutionary concepts in textbooks. Results show that the textbooks edited under the newest guidelines have the tendency of increasing the quantity of HOS and have more historical content which is considered fundamental materials for students’ learning. In addition, the type of the learning activities dealing with history of science were more diverse in textbooks edited under the newest guidelines. Furthermore, when using the giraffe example to interpret Lamarck’s theory and Darwin’s theory, textbooks edited under the newest guidelines treated the evidence and theories in a more appropriate way. Especially, one of the textbooks edited under the newest guidelines presents the evolutionary concepts more completely. Some suggestions for future textbooks compilation are given at the end.

    第一章 緒論 1 第一節 研究背景和動機 1 第二節 研究目的與待答問題 4 第三節 研究範圍與限制 4 第二章 文獻探討 6 第一節 科學史與科學教育 6 第二節 新舊課綱中與科學史相關之內容 13 第三節 科學教科書之科學史內容分析 15 第四節 教科書上的演化論 24 第三章 研究方法與設計 29 第一節 研究設計與架構 29 第二節 研究樣本 29 第三節 研究工具 29 第四節 信度與效度 58 第五節 資料處理 61 第四章 結果與討論 64 第一節 各版本中科學史的內容篇幅 64 第二節 科學史的內容 68 第三節 展現科學家的個人特質 75 第四節 呈現歷史資訊的素材 77 第五節 科學史內容的定位 80 第六節 科學史相關的學習活動 83 第七節 「拉馬克與達爾文兩人演化理論」之分析結果 85 第五章 結論與建議 92 第一節 結論 92 第二節 建議 97 參考文獻 99

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