智慧設計論在科學課堂教學的可行性──從STS視角思考

Exploring the Feasibility of Teaching Intelligent Design Theory in Science Classrooms --from STS Perspective

隨著社會變遷及科技發展，科學教育作了諸多改革。不同於傳統教學著重在科學理論的知識面向，改革後的科學教育更強調讓學生理解科學與社會脈絡之間的互動，STS（science, technology and society）教學因應而生。長久以來智慧設計論是否適合在科學課堂中教學是一個備受爭論的議題。許多學者主張智慧設計論並非合法的科學理論，不具備在科學課堂中進行教學的資格。然而，本文提供了一個新的視角，主張將智慧設計論作為STS社會議題融入科學教育，藉此豐富科學課堂的教學內容，並培養學生的公民科學素養。最後，基於教學實踐與學生收益上的考量，筆者亦提供實質教學上的具體建議。

Whether intelligent design theory is suitable for teaching in the science classroom has long been a controversial issue. Many scholars argue that intelligent design theory is not a legitimate scientific theory and does not qualify for teaching in science courses. However, with the social change and the development of science and technology, science education has made many reforms. Different from traditional teaching, which focuses on the knowledge orientation of scientific theory, the reformed science education emphasizes more on letting students understand the interaction between science and social context. In view of this, this paper provides a new perspective which advocates the integration of intelligent design theory into science education as a social issue. This will enrich the science curriculum and cultivate students' civic scientific literacy. Finally, taking the teaching feasibility and the expected learning outcomes of students into consideration, the author also provides specific suggestions for science teachers' implementation on teaching intelligent design theory in science classrooms.