探索科技教材融入中學科學教學之優勢與困境──以單晶片酸鹼指示計教材開發為例

Exploring the advantages and obstacles of integrating technology into secondary science teaching—A case of developing an Arduino pH sensor module

在課程中將科學與科技之結合的期望，自九年一貫課程便開始。到了十二年國教課綱，更透過科技領域之建立以及自然科的探究與實作的課程要求，促進跨領域的課程與教學。但是因為長久的分科，教師在專業上與課程上均為單科進行，因此在課程內容與教材上的開發上則較缺乏。本研究以新興科技的生醫晶片為基礎，抽離出生醫檢測技術，結合單晶片Arduino開發板，以開發酸鹼指示計為跨領域的教材，提供給教師使用，以因應新課綱對於跨領域探究與實作的教材之要求。本研究舉辦了教師研習工作坊，並以問卷調查的方式，了解教師們對於此模組用於未來課程的可行性，以及可能遇到的困難。由42位國高中教師問卷的分析發現，有關模組相關知識的教師教學經驗背景，可被分為科學、科技、以及探究三個向度。而教師是否願意將模組材料帶回，嘗試用在課堂上的意願，可能受其過去教學背景的影響，尤其是科技與探究向度的經驗。在預計結合的課程單元上，則是以必修課內有關酸鹼度的概念與量測之融入為主，其次則為科展或專題，再者為多元選修。在可能遇到的困難上，則包括了師生在模組的知能上的掌握、Arduino科技與程式上的概念、環境與設備等方面。研究顯示要能夠設計與實踐跨領域之課程，仍需要在科學、科技、與探究三方面多提供教師協助。

Integrating science and technology has been the curriculum goal since the last curriculum reform in Taiwan. In the recent curriculum reform, technology was even more focused through being a separate discipline area in the new curriculum. In addition, inquiry and practice has become a new course required in the science discipline in the new curriculum. The attempt of connecting the science and technology, however, can face still numerous problems during its implementation, due to the lasting impact of single-discipline culture in the past. In this project, a bio-sensor module using Arduino was conceptualized from the emerging bio-sensing chip technology. A cross-discipline module of Arduino pH sensor was developed to integrate many concepts of science and the practice of technology for secondary to support the inquiry activities requested in school curriculum. Teacher training workshops were conducted and a questionnaire was developed to assess teachers’ perception of the module, its potential to be integrated in the classroom, and problems they may encounter during integration. A total of 42 responses were collected and an exploratory factor analysis revealed a structure of science, technology, and inquiry in teachers’ expertise and teaching experiences. An examination of teachers’ willingness of taking the module to experiment in their class seemed to be influenced by their past experiences and expertise, especially in the area of technology and inquiry. Teachers also indicated their expected integration topic would be in the unit of acid-base concept and measurement in current science curriculum. Other possible areas of integration would be in science fair, graduation project, and elective courses. Problems anticipated included the familiarity of the background knowledge of the module, the knowledge of skill of construction and programming of Arduino, and the support needed for environment and equipment. It was concluded that for teachers to develop cross-discipline lessons, the support for science, technology, and inquiry areas are needed.