論自然科學教科書中關於「科學方法」表述的謬誤

Problems with the Expression of“The Scientific Method”in Science Textbooks

本文旨在評論自然科學教科書中呈現以定律為終極形式、具步驟流程式的科學方法圖像，隱含諸多迷思，其既非真實科學活動的樣貌，亦不利於科學探究與科學本質的教學與學習。文中論述假設演繹推理模式的侷限，指出課本內容對實驗的狹隘定義，並舉例討論科學理論和定律兩種知識類型的特徵。作者繼而建議教材編寫應修正科學方法的教學內容，運用科學史或當代科學研究案例，透過適當的提問與反思，引領學生認識科學知識發展及其探究方法的特性。

In this article, we intend to critique the image of“The Scientific Method”presented in science textbooks, discussing the potential misconceptions it conveys. This image expresses the existence of the particular step-by-step scientific method with scientific laws as the ultimate knowledge. It neither represents the characteristics of authentic scientific activities nor is it conducive to the teaching and learning of scientific inquiry and the nature of science. The article comments on the limitations of the hypothetical-deductive reasoning model, points out the narrow definition of experiments presented in textbooks, and discusses the characteristics of two types of knowledge, scientific theories and laws, with examples. We urge that the simplified image of the scientific method needs to be amended. The design of teaching materials should make full use of examples from the history of science and contemporary scientific research, and guide students to understand the characteristics of the development of scientific knowledge and its inquiry methods through reflective questioning.