• 作者： 林陳涌
• 作者服務機構： 國立臺灣師範大學生物學系
• 中文摘要： 了解科學本質已經成為科學素養的一個重要元素及科學教育的重要學習結果。本文基於對高中學生的面談資料與施測「了解科學本質量表」的結果，目的在於報告高中學生對科學本質的了解。面談學生為15人，施測學生為1670人。施測結果分析，全體學生對「了解科學本質量表」的平均分數高於量表的中數，因此認為學生對科學本質具有足夠的了解。另在分量表上，學生在科學方法與知識上有較多的迷思。分析面談資料發現學生對科學的定義較近於物質科學，而較遠於生命科學，而且學生未能理解科學理論與定律間的不同。學生通敘無法同意教科書上所描述的過於簡化的科學方法。此外，認為科學家多少仍過著單純的生活，不受外在的影響。分析施測的結果，對科學方法的本質，學生表示對科學方法的高度尊敬而且認為經驗證據本身有其內在意義，部份學生認為科學觀察與報告是未經詮釋的。對科學知識的本質，部份學生仍對科學的普適性、本體實體、與絕對真理有迷思。在科學事業的本質方面，大部份學生仍無法充分理解現代科學家的本質。
• 英文摘要： An understanding of the nature of science has become an important component of scientific literacyand the learning outcome of science education. This paper aims to report high school students’understanding of the nature of science based on the responses to the Understanding of the Nature ofScience (UNOS) Scale. 15 students were interviewed and 1670 students were administrated. It was foundthat the students in the study had adequate understanding of the nature of science with average scoreshigher than the UNOS scales’mid-score, and that they believed more myths regarding scientific methodsand knowledge than they did regarding scientific enterprise. Analyses of interview data revealed thatthe definition of science held by students was closer to that of physical science than to biological science,and that they had difficulty in understanding the difference between theories and laws. Moreover,interviews showed that they did not have an over-simplified view of scientific method, and that theyinsisted that scientists should lead an ideal life with, more or less, pure internal motivation and withoutexternal influence. As to the nature of the scientific method, some students showed high respect forthe scientific method and believed that empirical data had inherent meaning. They also held that scientificobservations and reports were nothing but an exact and uninterpreted document. As to the nature ofscientific knowledge. some student believed myths concerning universality. ontological reality, andabsolute truth. As to the nature of scientific enterprise, most students were not well informed of thenature of modern scientists.
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