轉化科學研究為國高中生非制式科學實作課程之探討

A Study on Transforming Scientific Research into Informal Science Practical Course for High School Students

結論指出：社群媒體之所以吸引使用者投注其中，在使用上具有媒體的豐富性、社會臨場感、網路的外部性、使用者亦是生產者，以及心流經驗等特性。就機構而言，具有近便性與適用性的特性。不過，教育者使用時必須考量成人學習者各種特性，如經驗、自主性和反思在學習上扮演的角色，以及學習者的年齡層╱世代、教育程度、城鄉與社經地位等數位落差情形。本文並提供一案例，使用Pratt等人的一般性教學模式為架構，說明在上述特性下，成人教育者如何將社群媒體融入教學之中，以回應成人學習者的特性。最後，本文依據上述一般性教學模式的5項元素和3種關係，歸納提出社群媒體在成人教學上應用原則，提供未來成人教學的參考。

High school students' knowledge and preferences in science will affect their choices of universities and departments in the future and willingness to engage in science-related work, which is crucial to scientific research and industrial development in our country. This research aims to transform the ''Induced Pluripotent Stem Cells'' of the 2012 Nobel Prize in Physiology and Medicine to develop informal science practical course and teaching to promote concept understanding and learning interest towards science for junior high and high school students, and further investigate the factors that enhance concept understanding and learning interest towards science by teaching practical courses. First of all, through the analysis of the research content of ''induced pluripotent stem cells'', the main scientific concepts are extracted and linked to the junior high and high school biology topics to design informal science practical courses with factors and teaching strategies that can trigger situational interest. Subsequently, the teaching and learning effectiveness of informal science practical courses were studied for junior high and high school students. The participants include 45 junior high school and 52 high school students. Before and after teaching, the participants filled out the ''Questionnaire of Concept Understanding toward Science'' and the ''Scale of Learning Interest Toward Science''. After teaching, the participants filled out the ''Questionnaire of Science Practical Course Teaching Perception'' for the investigation of the factors that promote the high school students’ concept understanding and learning interest towards science in this practical course. According to the results of this study, we conclude that: 1) The teaching of informal science practical course can enhance concept understanding（Mpre=.52, Mpost= .7, t=6.43***, d =.97） and situational interest（Mpre= 3.99, Mpost= 4.19, t=2.36*, d =.28）towards science for junior high school students. 2) The teaching of informal science practical course can enhance the high school students’ concept understanding（Mpre=.67, Mpost= .89, t=9.28***, d =1.66）, situational interest（Mpre=4.03, Mpost= 4.35, t=3.35**, d =.52）and personal interest（Mpre=4.12, Mpos= 4.31, t=2.52*, d =.30）towards science. 3) The teaching of informal science practical course can enhance the concept understanding（F=23.36, p <.001, η2=.199）and situational interest-sense（F=4.15, p <.05, η2=.042）, which ''high school students'' are better than ''junior high school students''. 4) After teaching, the junior high and high school students believed that ''learning new knowledge'' can better enhance concept understanding and learning interest is, whereas the ''sense of accomplishment'' exerts less effect. Compared to high school students, junior high school students find the concept of this course difficult to understand, which may affect their learning effectiveness. This study concludes the steps to transform the scientific research into a science course, providing some suggestions on the design and practice of teaching.