不同學習領域職前教師對包含科學科目的跨領域課程發想

Abstract

近年來跨領域學習逐漸開始被重視與推廣，這種打破傳統的學科界線並強調結合不同學科知識與內涵的教學模式，已成為各國現代教育發展中的重要趨勢。本研究旨在透過問卷收集與課程設計模板調查不同學習領域的職前教師們對於跨領域課程的認識與在包含科學科目(物理、化學、生物、地球科學)的跨領域課程中對科學內容的偏好與選擇。研究對象為41位不同學習領域的職前教師，了解他們對於跨領域課程中的科學內容偏好，並根據Drake& Burns (2004)對跨領域提出的三個類型來分析職前教師在不同問卷所呈現的跨領域定義與課程特徵表現，同時分析課程設計模板了解職前教師在六堂跨領域課程設計中對於學科內容與教師的安排。結果顯示：(1.)隨著對跨領域的理解定義到進行跨領域設計的實踐，對於跨領域的認識與論述的表現在人數上有增加的趨勢；(2.)職前教師在跨領域課程的整合中較青睞於地球科學與生物，較不青睞於化學與物理，並且在科學內容中偏好日常生活、社會議題及永續發展相關的單元與主題；(3.)職前教師在課程設計的人數分布上呈現獨立授課導向和專業學科導向為主的情形。本研究調查了職前教師們對於跨領域課程的初步認識與整合的能力，提供了師資培育系統可進行跨領域課程實踐的工具並為教師們在未來的教學設計中提供參考與建議。Interdisciplinary learning has gained growing attention worldwide as an approach that crosses traditional subject boundaries and integrates knowledge across domains. Focusing on the designing concepts of pre-service teachers in different learning domains on interdisciplinary courses including science subjects (physics, chemistry, biology, and earth science), the research examined their conceptions of interdisciplinarity and preferences for scientific content. Data were collected from questionnaires and course design templates completed by 41 pre-service teachers from varied learning domains. Applying Drake and Burns’ (2004) three types of integrated curriculum as the analytical framework, participants’ definitions and features of interdisciplinarity were analyzed, along with their arrangements of subject content and teacher roles within six interdisciplinary course designs. Findings show an upward trend in the number of participants demonstrating deeper understanding and articulation of interdisciplinarity when moving from definitional statements to practical design. Participants favored integrating earth science and biology more than chemistry and physics, with preferred scientific content centering on everyday life, social issues, and sustainability themes. Course designs predominantly reflected independent-teaching and subject-specialist orientations. These findings provide tools for teacher education programs to support the implementation of interdisciplinary courses including science subjects across different learning domains, and offer references and suggestions for teachers’ future instructional design.