技術型高中工業類科學生科學素養內涵之建構
作者:國立屏東高級工業職業學校許綺婷、國立臺灣師範大學科學教育研究所譚克平
卷期：65卷第4期
日期：2020年12月
頁碼：203-240
DOI：10.6209/JORIES.202012_65(4).0007
摘要：
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。
關鍵詞：工業類科、技術型高中、科學素養、德菲調查法
《詳全文》
參考文獻：
- 王夕堯（2006）。「綜合統整」的能力。載於教育部、國立臺灣師範大學（主編），九年一貫課程自然與生活科技學習領域科學素養的內涵與解析（三版）（pp. 175-190）。臺北市：作者。【Wang, S.-Y. (2006). Integration capacity. In Ministry of Education & National Taiwan Normal University (Eds.), Grade 1-9 curriculum “science and technology” − The connotation and analysis of scientific literacy (3rd ed.) (pp. 175-190). Taipei, Taiwan: Author.】
- 佘曉清、林煥祥（主編）（2017）。PISA 2015臺灣學生的表現。新北市：心理。【She, H.-C., & Lin, H.-S. (Eds.). (2017). Taiwan student performance on PISA 2015. New Taipei City, Taiwan: Psychological.】
- 吳明雄、許碧珊、張德正、張可立（2009）。高職高技術創造力學生團隊之創造歷程。教育與心理研究，32（2），1-25。【Wu, M.-H., Hsu, P.-S., Chang, T.-J., & Chang, K.-L. (2009). The creation process of the vocational high school students with high technological creativity. Journal of Education & Psychology, 32(2), 1-25.】
- 沈家平、陳文典（2006）。「批判思考」智能。載於教育部、國立臺灣師範大學（主編），九年一貫課程自然與生活科技學習領域科學素養的內涵與解析（三版）（pp. 129-154）。臺北市：作者。【Shen, J.-P., & Chen, W.-D. (2006). “Critical thinking” intelligence. In Ministry of Education & National Taiwan Normal University (Eds.), Grade 1-9 curriculum “science and technology” − The connotation and analysis of scientific literacy (3rd ed., pp. 129-154). Taipei, Taiwan: Author.】
- 洪振方（2010）。思考導向的探究式學習對國二學生科學探究能力的影響。科學教育學刊，18（5），389-415。doi:10.6173/CJSE.2010.1805.01【Hung, J.-F. (2010). The influences of a thinking-based inquiry learning intervention on eighth graders’ scientific inquiry abilities. Chinese Journal of Science Education, 18(5), 389-415. doi:10.6173/CJSE.2010.1805.01】
» 展開更多
- 王夕堯（2006）。「綜合統整」的能力。載於教育部、國立臺灣師範大學（主編），九年一貫課程自然與生活科技學習領域科學素養的內涵與解析（三版）（pp. 175-190）。臺北市：作者。【Wang, S.-Y. (2006). Integration capacity. In Ministry of Education & National Taiwan Normal University (Eds.), Grade 1-9 curriculum “science and technology” − The connotation and analysis of scientific literacy (3rd ed.) (pp. 175-190). Taipei, Taiwan: Author.】
- 佘曉清、林煥祥（主編）（2017）。PISA 2015臺灣學生的表現。新北市：心理。【She, H.-C., & Lin, H.-S. (Eds.). (2017). Taiwan student performance on PISA 2015. New Taipei City, Taiwan: Psychological.】
- 吳明雄、許碧珊、張德正、張可立（2009）。高職高技術創造力學生團隊之創造歷程。教育與心理研究，32（2），1-25。【Wu, M.-H., Hsu, P.-S., Chang, T.-J., & Chang, K.-L. (2009). The creation process of the vocational high school students with high technological creativity. Journal of Education & Psychology, 32(2), 1-25.】
- 沈家平、陳文典（2006）。「批判思考」智能。載於教育部、國立臺灣師範大學（主編），九年一貫課程自然與生活科技學習領域科學素養的內涵與解析（三版）（pp. 129-154）。臺北市：作者。【Shen, J.-P., & Chen, W.-D. (2006). “Critical thinking” intelligence. In Ministry of Education & National Taiwan Normal University (Eds.), Grade 1-9 curriculum “science and technology” − The connotation and analysis of scientific literacy (3rd ed., pp. 129-154). Taipei, Taiwan: Author.】
- 洪振方（2010）。思考導向的探究式學習對國二學生科學探究能力的影響。科學教育學刊，18（5），389-415。doi:10.6173/CJSE.2010.1805.01【Hung, J.-F. (2010). The influences of a thinking-based inquiry learning intervention on eighth graders’ scientific inquiry abilities. Chinese Journal of Science Education, 18(5), 389-415. doi:10.6173/CJSE.2010.1805.01】
- 紀惠英、林煥祥（2009）。從PISA測驗結果看九年一貫課程成效與高中職學生成績的差異。教育政策論壇，12（1），1-39。【Chi, H.-Y., & Lin, H.-S. (2009). A review of the impact of grade 1-9 integrated coordinated curriculum and performance differences between high school and vocational school students based on the PISA test. Educational Policy Forum, 12(1), 1-39.】
- 范斯淳、游光昭（2016）。科技教育融入STEM課程的核心價值與實踐。教育科學研究期刊，61（2），153-183。doi:10.6209/JORIES.2016.61(2).06【Fan, S.-C., & Yu, K.-C. (2016). Core value and implementation of the science, technology, engineering, and mathematics curriculum in technology education. Journal of Research in Education Sciences, 61(2), 153-183. doi:10.6209/JORIES.2016.61(2).06】
- 教育部（2008a）。國民中小學九年一貫課程綱要（自然與生活科技學習領域）。臺北市：作者。【Ministry of Education. (2008a). Grade 1-9 curriculum guidelines“science and technology”. Taipei, Taiwan: Author.】
- 教育部（2008b）。職業學校群科課程綱要。臺北市：作者。【Ministry of Education. (2008b). Vocational school group curriculum guidelines. Taipei, Taiwan: Author.】
- 教育部（2009a）。職業學校群科課程綱要暨設備基準一土木建築群。臺北市：作者。【Ministry of Education. (2009a). Vocational school group curriculum guidelines and equipment benchmark－Civil engineering and architecture group. Taipei, Taiwan: Author.】
- 教育部（2009b）。職業學校群科課程綱要暨設備基準一動力機械群。臺北市：作者。【Ministry of Education. (2009b). Vocational school group curriculum guidelines and equipment benchmark－Power mechanical engineering group. Taipei, Taiwan: Author.】
- 教育部（2009c）。職業學校群科課程綱要暨設備基準一電機與電子群。臺北市：作者。【Ministry of Education. (2009c). Vocational school group curriculum guidelines and equipment benchmark－Electrical engineering and electronic engineering group. Taipei, Taiwan: Author.】
- 教育部（2009d）。職業學校群科課程綱要暨設備基準一機械群。臺北市：作者。【Ministry of Education. (2009d). Vocational school group curriculum guidelines and equipment benchmark－Mechanical engineering group. Taipei, Taiwan: Author.】
- 教育部（2011）。十二年國民基本教育實施計畫（核定本）。取自http://12basic.tn.edu.tw/UpLoadFiles/C41B163A2A.pdf【Ministry of Education. (2011). Implementation plan of 12-year basic education (approved version). Retrieved from http://12basic.tn.edu.tw/UpLoadFiles/C41B163A2A.pdf】
- 教育部（2013）。教育部提升國民素養專案計畫報告書。臺北市：教育部提升國民素養專案辦公室。【Ministry of Education. (2013). Project report of Ministry of Education for improving citizen literacy. Taipei, Taiwan: Project Office of Improving Citizen Literacy, Ministry of Education.】
- 教育部（2014）。十二年國民基本教育課程綱要總綱。臺北市：作者。【Ministry of Education. (2014). The general curriculum guidelines of 12-year basic education. Taipei, Taiwan: Author.】
- 陳文典（2006a）。「科學態度」的素養。載於教育部、國立臺灣師範大學（主編），九年一貫課程自然與生活科技學習領域科學素養的內涵與解析（三版）（pp. 243-262）。臺北市：作者。【Chen, W.-D. (2006a). The literacy of scientific attitudes. In Ministry of Education & National Taiwan Normal University (Eds.), Grade 1-9 curriculum “science and technology” − The connotation and analysis of scientific literacy (3rd ed., pp. 243-262). Taipei, Taiwan: Author.】
- 陳文典（2006b）。「推理論證」智能。載於教育部、國立臺灣師範大學（主編），九年一貫課程自然與生活科技學習領域科學素養的內涵與解析（三版）（pp. 191-202）。臺北市：作者。【Chen, W.-D. (2006b). Reasoning and argument intelligence.In Ministry of Education & National Taiwan Normal University (Eds.), Grade 1-9 curriculum “science and technology” − The connotation and analysis of scientific literacy (3rd ed., pp. 191-202). Taipei, Taiwan: Author.】
- 陳文典（2006c）。「創造思考」智能。載於教育部、國立臺灣師範大學（主編），九年一貫課程自然與生活科技學習領域科學素養的內涵與解析（三版）（pp. 155-174）。臺北市：作者。【Chen, W.-D. (2006c).Creative thinking intelligence. In Ministry of Education & National Taiwan Normal University (Eds.), Grade 1-9 curriculum “science and technology” − The connotation and analysis of scientific literacy (3rd ed., pp. 155-174). Taipei, Taiwan: Author.】
- 陳冠利、劉湘瑤、陳柏熹、黃書涵（2015）。以情境式試題評量中學生能源素養。教育科學研究期刊，60（2），167-196。doi:10.6209/JORIES.2015.60(2).06【Chen, K.-L., Liu, S.-Y., Chen, P.-H., & Huang, S.-H. (2015). Using contextualized assessment to measure the energy literacy of middle and high school students. Journal of Research in Education Sciences, 60(2), 167-196. doi:10.6209/JORIES.2015.60(2).06】
- 黃台珠、蔡俊彥、陳忠志、李育諭（主編）（2012）。2012年科技與語文素養計畫－公民科技素養調查研究－子計畫二：自然資源相關情境的調查工具及效化。國科會計畫執行成果報告。高雄市：中山大學公民素養推動研究中心。【Huang, T.-C., Tsai, C.-Y., Cheng, J.-C., & Li, Y.-Y. (Eds.). (2012). 2012 S&T and language literacy project: Civic technological literacy Investigation. Sub projects B: The validation of the survey instrument of natural resource-related situations. Implementation results report of National Science Council Research Project. Kaohsiung, Taiwan: The Research Center for Promoting Civic Scientific Literacy, National Yat-sen University.】
- 黃茂在、吳敏而（2016）。科學素養與課程統整。教育脈動，5，1-16。【Huang, M.-T., & Wu, M.-E. (2016). Scientific literacy and curriculum integration. Pulsa of Education, 5, 1-16.】
- 黃銘福、黃毅志（2014）。台灣地區出身背景、國中學業成績與高中階段教育分流之關聯。教育實踐與研究，27（2），67-98。【Huang, M.-F., & Huang, Y.-J. (2014). Correlation among students’ family background, academic performance in junior high school, and senior high school tracking in Taiwan. Journal of Educational Practice and Research, 27(2), 67-98.】
- 靳知勤（2007）。科學教育應如何提升學生的科學素養─台灣學術精英的看法。科學教育學刊，15（6），627-646。doi:10.6173/CJSE.2007.1506.02【Chin, C.-C. (2007). A reflection on the science education of Taiwan − The voice from the elites in Taiwan. Chinese Journal of Science Education, 15(6), 627-646. doi:10.6173/CJSE.2007.1506.02】
- 靳知勤（2009）。中等科學師資培育機構評鑑指標之發展研究。科學教育學刊，17（4），275-292。doi:10.6173/CJSE.2009.1704.01【Chin, C.-C. (2009). A study of the development of indicators for evaluating secondary science teacher education programs in Taiwan. Chinese Journal of Science Education, 17(4), 275-292. doi:10.6173/CJSE.2009.1704.01】
- 廖年淼（2002）。高中職畢業生就業競爭力之長期比較分析。技術及職業教育雙月刊，71，37-43。【Lyau, N.-M. (2002). Long-term comparative analysis of high school graduates competitiveness. Technological and Vocational Education Journal Bimonthly, 71, 37-43.】
- 賴香如、李碧霞、卓俊辰、呂昌明、溫婉玉、周維倫（2010）。透過現職教師建構國中健康與體育學習領域之自尊教學指標。教育科學研究期刊，55（1），127-154。doi:10.3966/2073753X2010035501005【Lai, H.-R., Lee, P.-H., Jhuo, J.-C., Lu, C.-M., Wen, W.-Y., & Chou, W.-L. (2010). Promoting self-esteem in junior high school students by building teaching indicators: A survey of health and physical education teachers. Journal of Research in Education Sciences, 55(1), 127-154. doi:10.3966/2073753X2010035501005】
- Adler, M.,& Ziglio, E. (1996). Gazing into the oracle: The Delphi Method and its application to social policy and public health. London, UK: Jessica Kingsley.
- Altun-Yalçin,S., Açisli, S., & Turgut, Ü.(2011). Determining the levels of pre-service science teachers’ scientific literacy and investigating effectuality of the education faculties about developing scientific literacy. Procedia Social and Behavioral Sciences,15, 783-787.doi:10.1016/j.sbspro.2011.03.185
- American Association for the Advancement of Science. (1989). Science for all Americans. New York, NY: Oxford University Press.
- American Association for the Advancement of Science. (1993). Benchmarks for science literacy. New York, NY: Oxford University Press.
- American Association for the Advancement of Science. (2001). Atlas of science literacy(Vol. 1). Washington, DC: Author.
- American Association for the Advancement of Science. (2007). Atlas of science literacy (Vol. 2). Washington, DC: Author.
- Bingle, W. H., & Gaskell, P. J. (1994). Scientific literacy for decision making and the social construction of scientific knowledge. Science Education, 78(2), 185-201.doi:10.1002/sce.3730780206
- Boujaoude, S. (2002). Balance of scientific literacy themes in science curricula: The case of Lebanon. International Journal of Science Education,24(2), 139-156.doi:10.1080/09500690110066494
- Bybee, R. W. (1997). Achieving scientific literacy: From purposes to practical action. Portsmouth, NH:Heinemann.
- Choi, K., Lee, H., Shin, N., Kim, S.-W., & Krajcik, J. (2011). Re-conceptualization of scientific literacy in South Korea for the 21st Century. Journal of Research in Science Teaching, 48(6), 670-697.doi:10.1002/tea.20424
- Colucci-Gray, L., Camino, E., Barbiero, G., & Gray, D. (2006). From scientific literacy to sustainability literacy: An ecological framework for education. Science Education, 90(2), 227-252.doi:10.1002/sce.20109
39. DeBoer, G. E. (2000). Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform.
Journal of Research in ScienceTeaching, 37(6), 582-601. doi:10.1002/1098-2736(200008)37:6<582::AID-TEA5>3.0.CO;2-L
- European Commission. (2007). Key competences for lifelong learning: European reference framework. Retrieved from http://www.erasmusplus.org.uk/file/272/download
- Feinstein, N. (2011).Salvaging science literacy. Science Education, 95(1), 168-185.doi:10.1002/sce.20414
- Fensham, P. J. (2011). Globalization of science education: Comment and a commentary. Journal of Research in Science Teaching,48(6), 698-709.doi:10.1002/tea.20426
- Ford, C., Yore, L. D., & Anthony, R. J. (1997). Reforms, visions, and standards: A cross-cultural curricular view from an elementary school perspective. Retrieved from ERIC database.(ED406168)
- Gardner, P. L.(1975). Attitudes to science: A review. Studies in Science Education, 2(1), 1-41. doi:10.1080/03057267508559818
- Howes, E. V., Lim, M., & Campos, J. (2009). Journeys into inquiry-based elementary science: Literacy practices, questioning, and empirical study. Science Education, 93(2), 189-217.doi:10.1002/sce.20297
- International Technology and Engineering Educators Association. (2020). A brief history of ITEEA. Retrieved from https://www.iteea.org/About/History.aspx
- International Technology Education Association. (2000). Standards for technological literacy: Content for the study of technology. Reston, VA: Author.
- International Technology Education Association. (2006). Technology literacy for all: A rationale and structure for the study of technology. Reston, VA:Author.
- Koballa, T., Kemp, A., & Evans, R. (1997). The spectrum of scientific literacy. The Science Teacher,64(7), 27-31.
- Kolstø, S. D. (2001). Scientific literacy for citizenship: Tools for dealing with the science dimension of controversial socioscientific issues. Science Education,85(3), 291-310.doi:10.1002/sce.1011
- Laugksch, R. C. (2000). Scientific literacy: A conceptual overview. Science Education, 84(1), 71-94.doi:10.1002/(SICI)1098-237X(200001)84:1<71::AID-SCE6>3.0.CO;2-C
- Lawshe, C. H. (1975). A quantitative approachto content validity.Personnel Psychology, 28(4), 563-575.doi:10.1111/j.1744-6570.1975.tb01393.x
- Linstone, H. A., & Turoff, M. (2002). Introduction.In H. A.Linstone & M. Turoff (Eds.), The Delphi method: Techniques and applications(pp.2-12). Boston, MA: Addison-Wesley.
- McComas, W. F., Clough, M.P., & Almazroa, H. (1998). The role and character of the nature of science in science education. In W. F. McComas (Ed.), The nature of science in science education: Rationales and strategies (pp.3-39). Dordrecht, NL: Kluwer Academic.
- Miller, J. D. (1983). Scientific literacy: A conceptual and empirical review. Daedalus,112(2), 29-48.
- National Academies of Sciences, Engineering, and Medicine. (2016). Science literacy: Concepts, contexts, and consequences. Washington, DC: The National Academies Press. doi:10.17226/23595
- National Research Council. (1996).National science education standards. Washington, DC: National Academy Press. doi:10.17226/4962
- National Research Council. (2000). Inquiry and the national science education standards: A guide for teaching and learning. Washington, DC: National Academy Press.doi:10.17226/9596
- National Research Council. (2012). A framework for K-12 science education: Practice, crosscutting concepts, and core ideas. Washington, DC: The National Academies Press.
- National Research Council. (2013). Next generation science standards: For states, by states. Washington, DC: The National Academies Press.doi:10.17226/18290
- National Science Teachers Association. (1982). Science-technology-society: Science education for the 1980s (NSTA position statement). Washington, DC: Author.
- Norris, S. P., Phillips, L. M., &Burns, D. P. (2014). Conceptions of scientific literacy: Identifying and evaluating their programmatic elements. In M. Matthews (Ed.), International handbook of research in history, philosophy and science teaching (pp. 1317-1344). Dordrecht, NL: Springer.doi:10.1007/978-94-007-7654-8_40
- Organisation for Economic Co-operation and Development. (2006). Assessing scientific, reading and mathematical literacy: A framework for PISA 2006. Paris, France: Author.doi:10.1787/9789264026407-en
- Organisation for Economic Co-operation and Development.(2010). PISA 2009 assessment framework: Key competencies in reading, mathematics and science. Paris, France: Author.doi:10.1787/9789264062658-en
- Organisation for Economic Co-operation and Development.(2015).Draft science framework. Paris, France: Author.
- Pella, M. O., O’Hearn, G. T., & Gale, C. W. (1966). Referents to scientific literacy. Journal of Research in Science Teaching, 4(3), 199-208.doi:10.1002/tea.3660040317
- Pierce, C. (2012). The promissory future(s) of education:Rethinking scientific literacy in the era of biocapitalism. Educational Philosophy and Theory, 44(7), 721-745.doi:10.1111/j.1469-5812.2010.00736.x
- Ramaley, J. A., Olds, B. M.,&Earle, J. (2005). Becoming a learning organization: New directions in science education research at the National Science Foundation. Journal of Science Education and Technology, 14 (2), 173-189.doi:10.1007/s10956-005-4420-8
- Roberts, D. A. (2007). Scientific literacy/Science literacy. In S.K. Abell & N.G. Lederman (Eds.), Handbook of research on science education (pp. 729-780). Mahwah, NJ: Lawrence Erlbaum.
- Roth, W. M. (2007). Toward a dialectical notion and praxis of scientific literacy.Journal of Curriculum Studies, 39(4), 377-398.doi:10.1080/00220270601032025
- Shamos, M. H. (1995). The myth of scientific literacy. New Brunswick, NJ: Rutgers University Press.
- Shen, B. S. P. (1975). Science literacy and the public understanding of science. In S. B. Day (Ed.), Communication of scientific information (pp. 44-52). Basel, Switzerland: S. Karger.doi:10.1159/000398072
- Skulmoski, G.J., Hartman, F.T., & Krahn, J. (2007). The Delphi method for graduate research. Journal of Information Technology Education:Research, 6, 1-21.doi:10.28945/199
- Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage.
- United Nations Educational, Scientific and Cultural Organization. (1982). Curriculum development in technical and vocational education: A methodology guide. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000089024
- World Economic Forum. (2018).The future of jobs report 2018. Geneva, Switzerland: Centre for the New Economy and Society, World Economic Forum.
- Yore, L. D. (2012). Science literacy for all: More than a slogan, logo, or rally flag! In K.C.D. Tan & M. Kim (Eds.), Issues and challenges in science education research: moving forward (pp. 5-23), Dordrecht, NL: Springer. doi:10.1007/978-94-007-3980-2_2
Journal directory listing - Volume 65 (2020) - Journal of Research in Education Sciences【65(4)】December (Special Issue: Professional Development and Educational Innovation in Higher Education: Retrospect and Prospect)
Development of Scientific Literacy Indicators for Students in the Industrial Sector of Vocational Senior High Schools
Author: Chi-Ting Hsu (National PingTung Industrial Vocational High School), Hak-Ping Tam (Graduate Institute of Science Education, National Taiwan Normal University)
Vol.&No.：Vol. 65, No. 4
Date：December 2020
Pages：203-240
DOI：10.6209/JORIES.202012_65(4).0007
Abstract：
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.
Keywords：industrial sector, vocational senior high school, scientific literacy, Delphi survey