天文教育理念在小學課堂的設計與實施

Design and implementation of Astronomy Education in Elementary School Settings

本研究旨在探討小學天文教育的課程設計與實施對學生學習成效及教師專業成長的影響。天文學在科學教育中具有重要地位，不僅能引導學生理解自然現象，更能培養探究能力、批判思維與跨域素養。然而，臺灣小學天文教育篇幅有限，教材零散，教師專業背景與教學資源不足，導致學生學習經驗零散，並存在迷思概念，如「太陽繞地球運行」或「四季由地球遠近變化」。針對此現況，本研究設計並實施一套結合建構主義與探究式學習理念的天文課程方案，涵蓋日地月運行、四季變化、月相與星象及宇宙探索等核心主題，並整合數學比例計算、資訊模擬與藝術創作等跨域元素。
研究採用混合研究法，透過前後測、問卷、學習單、學生作品、課堂觀察及教師反思札記蒐集資料，以檢驗課程對學生知識理解、學習興趣、探究能力及跨域學習成果的影響，同時觀察教師在教學信念、專業知識與策略上的成長。結果顯示，系統化天文課程能有效糾正學生迷思概念，提升學習興趣與探究態度，並促進跨域能力發展；同時，教師在課程設計與實施中專業信心與教學策略顯著增強。
本研究結果提供小學天文教育的實證依據，並對教師專業發發展與校本課程推廣具有實務啟示。建議學校積極將天文教育納入課程規劃，利用觀察、模擬與跨域活動，培養學生科學素養與探索精神，並提供未來教材與課程設計參考。

This study explored the design and implementation of an astronomy curriculum for elementary schools and examined its impact on students’learning outcomes and teachers’professional growth. Astronomy plays a crucial role in helping students understand natural phenomena while cultivating inquiry skills, critical thinking, and interdisciplinary competence. However, astronomy education in Taiwanese elementary schools has been limited and fragmented, with insufficient teacher expertise and resources, resulting in common misconceptions such as the belief that the Sun revolves around the Earth.
To address these challenges, this study developed a structured curriculum grounded in constructivist and inquiry-based learning principles. The curriculum encompassed five core themes-the Sun-Earth-Moon system, seasonal changes, lunar phases, constellations and culture, and space exploration-integrating mathematics, digital simulations, and the arts. A mixed-methods approach was employed, collecting data from tests, questionnaires, classroom observations, and teacher reflection journals.
The findings revealed that the curriculum effectively corrected misconceptions, enhanced students’engagement, inquiry abilities, and interdisciplinary understanding, and strengthened teachers’instructional confidence and pedagogical competence. This study provides empirical evidence and practical insights for improving astronomy education in elementary schools and recommends integrating observation, simulation, and cross-disciplinary learning to foster students’scientific literacy and curiosity.