科學史融入物理教學對高一女生的科學本質觀與電磁學概念改變之研究

The Research of Infusing History of Science into Physics Instruction on Female 10th Grade Student's Nature of Science and Change of Electromagnetic Concepts

本研究將探討科學史融入物理教學對科學本質觀和相關電磁學概念改變之成效研究。以準實驗研究法進行研究，研究對象為高學習成就高一女生，實驗組和控制組授課教師均為同一個案教師，實驗組以科學史融入物理教學方式進行教學；控制組則採個案教師慣用的教學方式進行教學活動。比較兩組學生在科學本質觀與相關的科學概念澄清方面是否有顯著差異，並了解受試學生對於此教學模式的感受。研究結果顯示：（1）在科學本質觀部份，實驗組和控制組學生在教學活動後，科學本質觀並無顯著性差異情形。（2）在電磁學概念部份，實驗組和控制組學生在電磁學單元教學後，相關電磁學概念澄清部分均明顯提升，但無顯著性差異。然而，科學史融入物理教學在概念學習成效上仍具可行性。（3）依據問卷與晤談實驗組學生的想法所得資料顯示，實驗組學生對於科學史融入物理教學活動的實施，持正面肯定態度，認為該教學活動有助於思考機會和提供條理次序性概念等優點。

AbstractThis research explores the effect of infusing history of science into physicsinstruction on nature of science and change of electromagnetic concepts. The researchused the quasi-experimental method. The objects were female 10th-grade studentswho are high academic achievement. The instructor was the same person. Theexperimental group proceeded with the method- history of science was infused intophysics instruction. The control group proceeded with the usual instruction. Then， theresearch compared two groups to know that if there are significant differences in thenature of science and scientific concepts and to understand how the objects feel forthis instruction. The results showed (1) After the instruction， there were no significantdifferences in the two groups in the nature of science.(2) After being taught theelectromagnetism， both the two groups made progress in the concepts ofelectromagnetism but there were no significant differences. However， infusing historyof science into physics instruction is possible. According to the questionnaire and thedata from the interview with the experimental group， the objects in the experimentalgroup think it’s positive to infuse history of science into physics instruction. And theythink the instruction can be helpful to thinking and provide structured concepts.