| Summary: | 碩士 === 國立高雄師範大學 === 科學教育研究所 === 87 === The purpose of this research is trying to inquiry the effect of the teaching and learning in life science general education integrated with history and philosophy of science. The aims of this study are to confer the interaction of teacher''s teaching and students'' learning in this curriculum, to interpret student''s progress in this curriculum, and to interpret student''s feeling in this curriculum。The data collection is based on classroom observation, interview, "a questionnaire about college students'' points of view towards life science general education", "Understanding of the Nature of Science Scale" (UNOS), "biological basic knowledge test", homework assessments, "the mid-term and final open-ended questions on learning perception" etc.
The results of this research are concluded as follows:
(1) In this research, the professor''s instruction notion is integrated with multiple theses competition dynamic model in history of science which is rich in historical situations and humane cultivation. Following the wishes of education''s expected goals and views on multiple theses competition, the professor compiled teaching materials and let students to assume themselves were scientists to experience multiple theses competition dynamic course by discussion small groups.
(2) There is a significant effect in pre- and post- biological test. And more than 70% of the students express that they make progress in biology. Students indicate that homework allow them for reflecting what they have learned, discuss reports may promote thinking in many ways, and multimedia teaching increase learning outcomes etc.
(3) There isn''t significant effect in pre- and post- UNOS. The analysis of the interview transcriptions shows that students'' understanding the nature of science is more post-positivism.
(4) The results of homework assessment shows that students make progess in the aspects of multiple theses competition notion, association with science and humane learning, values introspection. Especially, discuss in small groups can produce much more ideas and solve the problem of limitation in individual thinking. More than 80% of the students express their ability of effective thinking and experience toward natural life become mature. About 50% of the students express their ability of appropriate decision and awareness of value become mature. These growths derive from homework assessments, discuss in small groups, teacher''s guidance and multimedia teaching.
(5) After learning with History and Philosophy of Science Approach, 88% of the students indicate that teaching in this research make them understand the essence in life science. And 88% of the students express that their interest in learning life science may increase. The causes of increasing interest are "diversification of teaching materials", "discuss and presentation", "multimedia teaching", " understanding of biology knowledge" etc.
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