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篇  名 師院普通化學實驗STS教學模組
並列篇名 STS Modules for Teachers College General Chemistry Laboratory Course
作  者 許春峰
發表期刊 新竹師院學報
出版年份 1998 年
卷  期 11 期
頁  次 p.157~186
關鍵字 師資培育 ; 普通化學 ; STS ; Teacher preparation ; General chemistry
語言別 中文
中文摘要

教師在科學教育改革的成效上佔有關鍵的角色。在推動STS的科學教育時,教師必須清楚的了解STS的理念及教學目標,並具有正確的和熟練的STS教學專業技能,且願意不依靠教科書而能發展適合自己學生學習的STS教學模組,並進行STS教學,才能培養出了解科學、技學和社會間相互關連,並具有宏觀視野、關懷鄉土的未來公民。教師在養成教育中所受的訓練會影響教師往後的教學,因此教師養成教育在師資的素質上扮演重要的角色。故本研究擬透過STS模組之開發,以達成下述目標:
(1)師院普通化學實驗STS教學模組之建立
(2)經由下決斷(Decision Making)、採取行動(Action Taking)、解決問題(Problem Solving)、及批判性思考(Critical Thinking)等學習的過程,用以培養師院生具有較合於STS的觀點。
本研究的長期目標在於透過STS的教學過程,培養師院生畢業後在國小實施STS教學能力,進而促進科學教育的革興。
研究是以新竹師院二年級修習普通化學的兩班學生為對象,實驗的班級計有三十二個學生,對照的班級人數為二十六人。從114題的Views on Science-Technology-Society(VOSTS)中選出11題用來檢視學生STS觀點改變情形,前測及後測的結果顯示學生觀點改變的趨勢因題而異,實驗組與對照組前後測的改變均未達顯著水準(T檢定)。

英文摘要

The teachers are the key for success in science educational reform. In pursuing the STS education, the teachers must clearly and firmly understand the STS belief and its teaching goals. They must also have the right, skillful STS professional ability, and be willing to develop their own STS modules for students without relying on textbooks. The STS education conduction by such STS teachers should produce citizens being able to integrate science, technology, and society; they are concerned with the communities and have global views. Most of teachers teach like what they had been taught, so, the pre-service training is very important in teachersch39r competencies.
The purpose of this research are the following:
(1) To develop STS modules for college chemistry course;
(2) To develop more realistic views of STS through the following learning process: Decision Making, Action Taking, Problem Solving and Critical Thinking.
The long term effect of the study is to produce teachers who are able and willing to use STS modules in their teaching, and hope this will fast the science education reform.
Two groups took part in the study, one consists of 32 students as the experiment group, and the other comprise 26 students as the contrast group. All students enrolled in a general education chemistry course at a national teachers college. Pretest and posttest data were collected using 11 multiple-choice items selected from the 114 items in the View on Science-Technology-Society(VOSTS) item pool. In both groups, students moved toward ore "realistic" view of STS interactions on a number of VOSTS items and toward more "naive" views on the other VOSTS items. The shift score of views in pretest and posttest was not significant in both groups (t-test).

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