環境議題教學提升國小學生科學素養之研究：以太陽能電池議題為例

Teaching Environmental Issues to Improve Scientific Literacy-By the case of solar cell technology

本研究之主要目的為探討「太陽能電池知多少？」之環境議題的教學前後，國小六年級學生之能源相關概念與科學素養的變化。參與學生是宜蘭市某國小六年級的兩個班級學生，共計65名學童。研究工具主要包含兩份問卷：一份為科學素養量表（稱為3C素養），用以了解學生科學能力素養、自信素養與合作素養的表現；另一份為太陽能電池知識問卷，檢測學生對於能源、電池、太陽能、節能減碳等面向的瞭解。分析結果顯示，在教學後，學生之能源、電池、太陽能的概念有顯著的提升，但對節能減碳的認知則無顯著提升；科學素養向度中，僅自信素養有顯著的差異。進一步分析學生自然科學業成績與3C素養表現，發現具有顯著之相關性；在教學後，高分組學生在自信素養方面具有顯著之差異，而低分組學生則在科學能力素養與自信素養方面具有顯著之差異。研究結果建議，議題教學可以提供合作學習的機會，進而有效提升學生的科學素養，特別是對自然科學習成就較低者最為明顯。

The purpose of this study was to explore sixth graders' performances ofscientific literacy and energy-related content knowledge before and after the teaching activities,which involved an environmental issue about solar celltechnology and its impact on environment. A total of 65 students from a school in Yilan County participated in this study. Two questionnaires were distributed to the students as pre-and post-tests. The first questionnaire was to assess students' scientific literacy on three constructs: Competency, Confidence, and Cooperation (as known as 3C literacy). The other questionnaire was to examine students' concepts about energy and solar cell. Results indicated that students' scientific concepts of energy and solar cell, as well as the literacy dimension of Confidence, were significantly improved after the teaching activities. It wasalso found that students' 3C literacy scores correlated with their GPAs of science courses. Students with higher GPAsofscience showed a significant improvement on Confidence literacy, while those with low GPAsmade significant progress in both Competency and Confidence literacy.This study suggests that issue-based environmental teaching could offer a cooperative learning environment, which is particularly effective in improving scientific literacy of low achievers.