• 作者： 洪振方; 賴羿蓉
• 作者服務機構： 國立高雄師範大學科學教育研究所; 國立臺灣師範大學科學教育研究所
• 中文摘要： 本研究旨在探討科學教師再面對二篇分別以邏輯實證與後邏輯實證主義科學哲學觀建構之電化電池發展史教材時，教師對教材的認識、判斷、與抉擇。本研究選取52位中學科學教師做為研究對象，並藉由分析相關文獻資料，及建立建構效度和內容效度，設計出二篇不同科學哲學觀的電化電池發展使教材，和有關科學探究模式、科學本質關、與教材抉擇等三項研究工具。經由研究對象的特性、研究工具的設計、與研究者的研究理念等三者的交互作用，分析教師再閱讀過二篇分別以邏輯實證與後邏輯實證主義科學哲學觀建構之電化電池發展史教材之後，對教材中蘊含之科學探究模式與科學本質觀的認識與判斷，以及對此二篇教材的抉擇和理由。研究結果發現，多數教師的科學探究模式與科學本質觀傾向邏輯實證主義或混合式的科學哲學觀，而融合了後邏輯實證主義科學哲學觀之電化電池發展史教材，對這些教師之科學探究模式與科學本質觀的重新認識與判斷，以及對二篇教材的抉擇，確實具有潛在的影響力，而此種影響力可能在潛移默化中改變了教師的科學教學活動。最後，本研究分別從師資培育、教學評量、及研究方法等三個方向，對研究發現與結論提出討論與建議，並據此提出進一步研究之待探討問題。
• 英文摘要： The purpose of this study was to analyze science teachers’ understanding, judgement, and selection on two teaching materials incorporated with history of Voltaic-cell constructed from different philosophical views. The subjects were 52 high schools science teachers. Two teaching materials were designed which incorporated with history of Voltaic cell in either a positivistic or postpositivistic views of science. Three questionnaires designed to assess teachers’ perspectives of scientific inquiry, the nature of science, and selection to these two teaching materials were developed. The construct and content validities of the teaching materials and questionnaires were examined. After subjects read the two teaching materials and answered three questionnaires, interviews probed into teachers’ understanding and judgement of scientific inquiry and nature of science included in their selection of these two teaching materials. The results of this study showed, most of teachers tended to view scientific inquiry and the nature of science from a positivistic view or mixed positivistic/postpositivistic view. The teaching material incorporating the history of Voltaic cell from the view of postpsitivism appeared to influence teachers’ reconstruction of their understanding about scientific inquiry and the nature of science, and therefore upon their selection of teaching materials.
• 中文關鍵字： 師資培育; 科學教學; 科學探究; 科學本質; 科學史哲
• 英文關鍵字： Teacher education; Science instruction; Scientific inquiry; Nature of science; History and Philosophy of science