科學之美的內涵及其教學與相關問題

The Aesthetic Dimensions of Science, Its Instruction and the Related Problems

無疑地，「科學之美」已被大眾忽略很久。本文試圖以文獻回顧的方式論述科學之美的內涵，及其教學與相關的問題。科學教學時往往會將其中的人文面向省略，以致於科學之於學生的印象多為抽象或深奧。若能從科學之美來認識科學，將可縮減學生與科學的距離。

Undoubtfully, the aesthetic dimensions of science have been neglected for a long time. The purpose of this paper is to discuss the aesthetic dimensions of science, its instruction and the related problems. School science always gives students the impression that science is difficult, abstract and irrelevant to their everyday life. It is caused by ignoring the humanistic dimensions of science. In fact, aesthetic dimensions of science can be reflected not only on the beauty of Nature, scientific experiments and theory, but also on the spirits and attitudes of the scientists they show out in the process of scientific inquiry. If we discuss the aesthetic dimensions of science in science instruction, we can encourage the student to appreciate science, to give them a truer picture of the scientific inquiry, to foster their positive attitudes toward science, to motivate them to learn science and to apply it to their lives actively. In classroom practice, we suggest that teachers organize the teaching materials from the beauty of Nature to the other parts of aesthetic dimensions of science, discuss the aesthetic dimensions of science or share them with the students, and assess students' learning by observing, posing questions or using portfolio to record their improvement on the cognition or affection in aesthetic dimensions of science. However, developing the instruction of aesthetic dimensions of science in Taiwan is faced with several difficulties, such as the lack of research on teaching aesthetic dimensions of science, the lack of aesthetic understanding of the teacher in science, and lack of teaching material.