- 作者： 林陳涌、鄭榮輝、張永達
- 作者服務機構： 國立台灣師範大學 科學教育研究所; 國立台灣師範大學 生命科學系
- 中文摘要：
本研究探討融入科學史教學對高中學生科學本質觀、對科學的態度及科學學習
成就的影響。本研究發展的「在豌豆尋找雙螺旋」教材，分五個主軸歷時約60 年含蓋
近20 則歷史事件，圍繞在分子生物學的發展，呈現科學活動、科學知識與科學社群的
動態交互作用。進行實驗教學的學校為台北市某女子高級中學，總計有六個班級共234
名學生參與，實驗組與對照組各3 班。研究發現經歷融入科學史教學的學生，在科學
本質觀或是對科學的態度均顯著的優於對照組，在學業成就上則沒有顯著不同。進一
步分析學生在網站對教學的回饋，發現提供「在豌豆尋找雙螺旋」教材，能使學生對
科學知識的動態發展過程，與對科學家及科學社群的互動有比較深刻的印象。 - 英文摘要： In this paper, history of science was integrated into science teaching in order to improve high school students' understanding of nature of science, attitudes toward science, and academic achievement in genetics. Rather than one episode or two of history of science used in previous research, our teaching material in study, Looking for Double Helix from Peas, conveys nearly 20 episodes of history of science and covers more than 60 years. The teaching material was all about the development of molecular genetics and was developed to demonstrate the dynamic interaction among scientific activities, knowledge, and community. The research was conducted in a summer class at a girls ' senior high school in the city of Taipei. The study involved 234 students, in six classes, entering grade twelve. Of these, three classes were the experimental group and the other three classes were the control group. It was found that experimental classes performed significantly better than control group classes in understanding of nature of science and attitudes toward science. However, there was no statistical difference between the classes in genetic achievement. Further analysis on students ' feedback, drawn from a website about the integration of history of science in science teaching, was particularly able to improve students ' understanding of the dynamic processes of scientific knowledge development and the interaction between scientists and the scientific community.
- 中文關鍵字： 科學史、遺傳學史、科學本質、對科學態度
- 英文關鍵字： History of Science, History of Genetics, Nature of Science, Attitudes toward Science
