高中生物新舊課綱教科書之科學史內容分析和比較

Abstract

本研究旨在瞭解十二年國教自然科課綱前、後高中生物教科書中科學史內容的差異。本研究以內容分析法分析不同課綱所編輯的高中生物教科書之科學史內容，研究樣本為兩個版本不同課綱之高中生物教科書，分析面向包含科學史內容篇幅、科學史內容特性與質性個案三個部分，其中內容篇幅以生物科學史在教科書中所占的數量與百分比計算；教科書中與生物科學史相關內容的呈現特色則以量化檢核表進行分析；質性個案研究則探討教科書中「拉馬克與達爾文兩人演化理論」相關內容的呈現情形。研究發現新課綱教科書之科學史內容篇幅有增加的趨勢，且將更多的科學史內容定位為基本教材，意即所有學生都必修研讀，此外，新課綱教科書所設計之科學史相關學習活動亦更具多樣性。而在個案研究的部分則發現，某一版新課綱教科書在圖說的部分能明確指出長頸鹿的例子是後人按照拉馬克與達爾文的理論所做的詮釋，若以「歷史資訊詮釋的合理性」而言是重要的修正指標；另一版新課綱教科書則在書中將演化理論的發展脈絡作更完整的呈現，為拉馬克建立起有別於過往被有意無意遭受貶抑的科學家形象。最後針對上述結論，提出建議以提供後續研究者與教科書編寫者參考。

The purpose of this study is to compare the contents about the history of science (HOS) in high school biology textbooks edited under different guidelines. Content analysis is the method utilized to examine the content of the HOS in high school biology textbooks which are edited under Curriculum Guidelines of 12-Year Basic Education (the newest guidelines) and the Newly Revised High School Curriculum Guidelines (99 Guidelines). The analysis consists of quantitative and qualitative components. The quantitative analysis of different versions of textbook includes the amount of words and diagrams of the HOS materials by using the"Content Analysis Table of the History of Biological Sciences" to explore the presentation of the HOS. The qualitative analysis aims to explore the presentation of the evolutionary concepts in textbooks. Results show that the textbooks edited under the newest guidelines have the tendency of increasing the quantity of HOS and have more historical content which is considered fundamental materials for students’ learning. In addition, the type of the learning activities dealing with history of science were more diverse in textbooks edited under the newest guidelines. Furthermore, when using the giraffe example to interpret Lamarck’s theory and Darwin’s theory, textbooks edited under the newest guidelines treated the evidence and theories in a more appropriate way. Especially, one of the textbooks edited under the newest guidelines presents the evolutionary concepts more completely. Some suggestions for future textbooks compilation are given at the end.