大學師資生對於物理教科書中科學過程技能的看法─ 以牛頓第二運動定律實驗為例

Abstract

全球的科學教育不約而同的發展以探究學習為導向的課程目標。十二年國教課程綱要發布後，更確立了探究學習在台灣教育的地位。訓練學生將科學知識應用於日常生活中，也是培養科學素養不可缺少的重點之一。科學教科書作為教學過程的基本組成部分，有著至關重要的作用。本研究依據「十二年國民基本教育自然科學領域課程綱要」所規定的十一項實驗中選取「牛頓第二運動定律實驗」，針對台灣的兩版高中物理教材進行分析，以了解科學過程技能在教科書中應該如何體現，進而對台灣教科書提出討論與具體的建議，俾利教師作為教學參考，以及未來教科書作者及出版商判斷考量的依據，也有助於學生學習物理科學的方法。

Global science education is increasingly moving towards inquiry-based learning objectives. Following the release of the 12-Year Basic Education Curriculum Guidelines, Taiwan has further solidified the status of inquiry learning within its educational framework. Training students to apply scientific knowledge in daily life is indispensable for cultivating scientific literacy. Science textbooks, as a fundamental component of the teaching process, play a crucial role in this endeavor. This study selects the"Newton's Second Law Experiment" from the 12-Year Basic Education Curriculum Guidelines and analyzes two editions of high school physics textbooks in Taiwan. The aim is to understand how scientific process skills should be embodied in textbooks, thereby providing discussions and specific recommendations for Taiwanese textbooks. This will benefit teachers as instructional references and serve as considerations for future textbook authors and publishers, facilitating students' learning of physics.