探索十二年國教自然科學教科書的設計原則——以「熱傳播」單元為例

Design Principles for Elementary Science Textbooks: An Study with a Unit on “Heat Transfer”

自然科學領域課綱，以「探究與實作」為培養科學素養的方法，呼應十二年基本教育課程總綱之核心理念──「自發、互動、共好」。「探究與實作」對於教材的研發是極大的挑戰與改革；本研究探索此核心理念如何在國小自然科學教科書中呈現，並以「熱傳播」單元作為反思和分析的範例，試編一個教學單元。研究方法採用「設計取向」，在三年之間舉辦了四次密集的營隊來蒐集資料；研究團隊共同設計營隊內容；教學時相互支援和觀察；教學後深入討論和反思。研究者從觀察筆記和會議紀錄中整理出關於教科書的「設計原則」，並試寫一個「教材原型」的單元。論文中簡述有關自然科學教科書中探究教學的設計原則，並提供熱傳播單元的例子。期盼研究建議能促進教科書的改革，並對課程、教材和教學的校準有所裨益。

In response to an overall mission of “fostering learning independently and learning together，” inquiry learning and hands-on learning are to be the main objectives in the area of science of the 12-year integrated curriculum of Taiwan. This paper explores how these goals will be reflected in elementary school science textbooks， using the concept of “heat transfer” for reflective analysis. The three-year project employed a “design research approach” testing various ways to present inquiry activities to children in a series of summer camps. The research team collaborated on the design of the camps， recording the teachers’ directions and the children’s responses， and engaged in intensive discussions at the end of each day. Much of the discussion touched upon the design of learning materials. The paper describes the “design principles” obtained from the discussions， and present examples of a “prototype textbook.” It ends with a set of recommendations for future textbook design， and possible avenues for future textbook research and development.