以科學建模歷程探索臺灣國中教科書中化學平衡概念模型的建構

Exploring the Construction of a Conceptual Model of Chemical Equilibrium in Taiwanese Junior High School Science Textbooks Through a Scientific Modeling Process

教科書在科學學習與教學中扮演重要的角色。目前研究顯示科學建模歷程能促進學生進行科學模型的建構，因此若是科學教科書能夠呈現科學建模歷程，則能更全面協助學生學習與教師教學。本研究主要採用內容分析法針對1968年至2019年間15本國民中學科學教科書，以四階段的科學建模歷程進行化學平衡概念模型的分析。研究發現多數版本內容著重在模型發展與模型精緻階段，少數版本才會呈現模型遷移與模型重建歷程。基於研究結果，作者認為教科書應該盡可能提供學生完整的科學建構歷程，並強化情境的學習，作為課堂科學概念與生活情境的連結。

Textbooks play a crucial role in science learning and teaching. Research has demonstrated that students' construction of scientific models would be facilitated via scientific modeling. If science textbooks present the complete process of scientific modeling, students would understand scientific modeling considerably more easily. This study employed the content analysis method to examine the conceptual model of chemical equilibrium that is based on a four-stage scientific modeling process—with the four stages being model development, model validity, model deployment, and model reconstruction—for 15 versions of science textbooks used between 1968 and 2019. Results highlighted that most versions focus on the model development and model validity stages; only a few versions presented detail on the model deployment and model reconstruction stages. On the basis of the findings, the author suggests that textbooks should not only provide students with the complete process of scientific modeling but should also anchor a context as a link between science and daily life.