教師鄉土科學實踐歷程、學生科學學習態度與鄉土意識之研究

The Study of Teachers’ Practicing Process of Homeland Science Education，the Students’ Science Attitude Changes and the Students’ Homeland Sense Changes

本研究藉由大學的教授與小學的鄉土科學行動小組合作之「合作行動研究」模式，從事鄉土科學教育的知識建構團隊的經營與培育，培育教師發展「區域科學」的知識特色與知識建構。研究者透鄉土科學領域的課程與教學發展，以及積極研發鄉土科學的教與學的策略，並希望將相關的研究結果與發現，能建置有系統的網站資源，成為知識分享的平台與科學教育的資料庫，作為推廣鄉土科學教學與激發學生鄉土科學潛能開發長期計畫的哨站，並在教師實踐歷程、學生科學的學習態度改變與學生鄉土意識改變三方面提出結論與建議。

The purposes of this study were to conduct and to cultivate the members of the action team who were engaged in the knowledge construction of homeland science education. Furthermore， the researchers fostered the primary school teachers to develop the knowledge characteristics and construction of ‘local science’ by the ‘cooperative action inquiry’ of the university professor and primary school teachers. Moreover， the researchers studies the curriculum and teaching development and investigated the teaching strategies of the field of homeland science. In addition， the writers categorized the research conclusions and findings and then， they established the systematic resource website that operated as the knowledge sharing platform and homeland science data bank. Moreover， the authors used the website as an advance guard to popularize the homeland science curriculum and teaching. Finally， the researchers provided the conclusions and suggestions of the three dimensions：teachers’ practicing process of homeland science Education， the students’ science attitude changes and the students’ homeland sense changes.