技術型高中工業類科學生科學素養內涵之建構

Development of Scientific Literacy Indicators for Students in the Industrial Sector of Vocational Senior High Schools

科學素養研究歷時已久，惟缺針對技術型高中學生所需科學素養之相關探討。有鑑於此，本研究之目的為發展技術型高中工業類科學生科學素養的向度與指標。透過文獻探討與專家諮詢，初步提出適合技術型高中工業類科學生的科學素養內涵架構，再透過兩回合的德菲（Delphi）調查法，徵詢28位學者及41位技術型高中教師對該架構的意見。經統計分析德菲調查的結果，再配合專家會議後達成共識，修正並確立該技術型高中工業類科學生的科學素養架構。此架構共有五個向度，包括具備基本的科學知識、運用基本科學探究與溝通的能力以解決問題、運用科學思考的能力於日常生活中、應用科學知識與方法於所在職域中、具備對科學的適當態度與行為意向。文末基於研究結果提出了關於技術型高中課程內容設計的建議。

Scientific literacy has been a topic of research for several decades. However, very few studies have directly focused on clarifying the content of scientific literacy for students in vocational senior high schools. To fill this research gap, in this study, a comprehensive set of scientific literacy indicators was developed for students from the industrial sector of vocational senior high schools in Taiwan. This objective was achieved through an extensive literature review and consultation with science educators who are experts of scientific literacy. Subsequently, the study presented a tentative framework suitable for students in the industrial sector. Comments on the appropriateness of the framework were collected from 28 scholars and 41 vocational high school teachers through two rounds of Delphi survey. Subsequently, statistics were compiled, and the framework was finalized through two rounds of consensus meetings with experts familiar with science education and vocational education. The following five dimensions were identified: possessing basic scientific knowledge, engaging in basic scientific inquiry and communicating in order to solve problems, applying scientific thinking to solve problems encountered in daily life, applying scientific knowledge and methods at the workplace, as well as holding an appropriate attitude and behavioral disposition towards sciences. On the basis of our findings, several suggestions concerning the development of suitable curricula for students in the industrial sector of vocational senior high schools are presented.