透過中文版VOSTS1與VOSTS9之工具了解國小自然與生活科技
領域教師科學本質觀之研究

摘要

　　本研究旨在確認中文版VOSTS1與VOSTS9的重測信度，並以它們為研究工具了解在職國小自然與生活科技領域教師的科學本質觀。在重測信度確認階段，36位在職國小自然與生活科技領域教師於研究開始及研究開始後一個月，各填寫一次中文版VOSTS1與VOSTS9，隨後以列聯表(cross-tabulation)及皮爾森卡方值(Pearson chi-square value)確認中文版VOSTS1與VOSTS9的重測信度。在正式施測階段，共有106位(未參與重測信度確認)在職國小自然與生活科技領域教師填寫中文版VOSTS1與VOSTS9，並以每個題目的各個選項之教師選答百分比，探討受測在職國小自然與生活科技領域教師的科學本質觀。
研究結果顯示：(1)中文版VOSTS1與中文版VOSTS9的重測信度在可接受的範圍(VOSTS1：0.82；VOSTS9：0.70)，表示受測者在兩次測驗中的觀點具有一定程度的穩定性；(2)多數受測教師對於科學的定義相當傳統(主要是知識與過程)。對於技學的定義，選擇較多元意涵(包括社會面向)的觀點之教師則不到三成。此外，對於科學與技學的交互作用受測教師並未有一致調合的看法；(3)多數受測教師認科學觀察是理論蘊涵的、科學與技學知識具有暫時性及不確定性，但大部份的受測教師並不瞭解科學假說、定理及定律的定義與功能，對於科學探究的方法，也只有極少數教師的看法與當代觀點一致。此外，多數受測教師認為超自然事物可以改變自然世界，這樣的看法顯然與科學認識論相衝突。最後針對這些結果提出建議，供後續研究、在職教師與相關單位做為科學教育改革之參考。

關鍵字：VOSTS問卷、重測信度、科學本質、科學與技學、科學知識的本質

A Study of Using Chinese Version VOSTS1 and VOSTS9 to Investigate Elementary Science Teachers’ Views of the Nature of Science

Abstract

　　The purpose of this study was two fold: (1) to test the reliability of Views on Science-Technology-Society (VOSTS) section 1 and section 9 items (i.e. Chinese Version VOSTS1 and VOSTS9), and (2) to use Chinese Version VOSTS1 and VOSTS9 to investigate elementary science teachers’ views of the nature of science. In the reliability testing stage, the Chinese Version VOSTS1 and VOSTS9 were administered to a group of 36 elementary science teachers, and the reliability was determined by a cross-tabulation procedure and Pearson chi-square value following a retest (after one month of the initial administration). In the formal testing stage, the Chinese Version VOSTS1 and VOSTS9 were administered to another group of 106 elementary science teachers, and all the items were analyzed in percentage to discuss elementary science teachers’ views of the nature of science.
The results are concluded as follows: (1) both of the Chinese Version VOSTS1 and VOSTS9 had acceptable reliability (VOSTS1: 0.82; VOSTS9: 0.70), indicating some stability with respect to teachers’ opinion; (2) most elementary science teachers’ conceptions of science follow traditional lines (mainly a body of knowledge and a process of exploring the unknown), and less than thirty percent of the teachers chose a more informed response dealing with several facets of technology, including its social dimension. Furthermore, most elementary science teachers had not acquired a uniform view of the mutual interaction between science and technology; (3) most elementary science teachers believed that observations are theory-laden, and would seem to agree that scientific and technological knowledge are tentative and never uncertain, but most of them also revealed a considerable misunderstanding of hypotheses, theories and laws. As regard the scientific method, only a negligibly small proportion of these teachers embraced the pragmatic view that scientists use any method that might get results. Furthermore, most elementary science teachers subscribed to a view that a supernatural being could alter the natural world, a view in direct conflict with the tenets of the epistemology of science. Base on the conclusions above, implications and suggestions for further study, elementary science teachers, and teacher education are discussed.

Key words: VOSTS questionnaire, test/retest reliability, nature of science, science and technology, nature of scientific knowledge

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