教學實踐研究 -第1卷 第3期 (2021-12-03)
教學實務紀要

通識課程的創新設計—以高雄偏鄉為開端之科普教育

黃芷翎 (Huang Chih-Ling) 高雄醫學大學基礎科學教育中心副教授 ; 李澤民 (Lee Tzer-Min ) 高雄醫學大學口腔醫學院教授 ; 劉仁義 (Liu Jen-Yi ) 九曲堂牙醫診所主治醫師 ; 洪英雄 (Hong Hero) 高雄市茂林國小校長
第1卷第3期,P141-152
10.7007/JSoTL.202109_1(3).0007
2018年適逢縣市首長改選,高雄市的區域特色與發展政策也被一一提出討論。高雄市行政區域劃分為38區,部分偏遠地區地廣人稀,交通與生活不便,教育資源一向較為不足,作者嘗試透過材料科學與物理學之專業,以通識課程「材料與生活」為基礎,根據高雄特偏地區之地方特色及物種,彙整四大科普主題以串接七大區域特色。這四項科普主題,可作為模組化之教學內容,與一般科普教育活動不同的是,此項課程設計重視在地參與以及與地方特色之連結,針對當地獨具特色的生態資源,客製化設計教學主題,帶領大學生與小學生共同發掘原鄉特色的科學知識。參與之大學生可獲得專業的科普培訓,並有機會把所學教給偏鄉國小學生,不但能高度保留學習到的知識,更能藉由在地參與過程,發掘原鄉文化與生態環境特色;小學生學習當地特色物種的科學原理後,未來對訪客介紹時,還可將自然生態與科學知識結合,形成在地化特色解說,有助提升原鄉小學生對家鄉的認同與自信。本課程設計從地方特色尋求可能的大學社會責任(University Social Responsibility, USR)推動模式,除了課堂之外,藉由科普教育增加大學師生與地方連結,不但提升了學生對於材料科學與物理學的知識,更增加了對於地方特色的瞭解,也提供偏鄉教育的新可能。
在地參與,科普教育,高雄偏鄉
1. 王明智(2014)。服務學習的「教」與「學」。朝陽學報,19,17 - 30。
2. 王恩鳳、林建仲(2011年7月)。參與國際活動志工之高職學生參與動機與國際觀認知研究。2011第三屆管理創新與行銷專案研討會,高雄市,臺灣。
3. 內政部戶政司(2018)。人口統計資料。取自中華民國內政部戶政司全球資訊網https://www.ris.gov.tw/app/portal/346 (2020/8/20)
4. 李金連(2005)。「科學與人生」通識課程規劃與教材發展之探究。科學教育月刊,280,2 - 11。doi:10.6216/SEM.200507_(280).0001
5. 張美珍、吳翠玲、謝齡萱(2014)。高中學生參與節能減碳服務學習的動機與實踐歷程。中等教育,65(4),32 - 52。doi:10.6249/SE.2014.65.4.03
JSOTL

Innovation Design of General Course-popular Science Education Starting from Kaohsiung Hometown

Huang Chih-Ling ; Lee Tzer-Min ; Liu Jen-Yi ; Hong Hero
Volume 1/ Issue 3, P141-152
10.7007/JSoTL.202109_1(3).0007
During the municipal election in 2018, Kaohsiung’s regional characteristics and development policies were discussed. Kaohsiung's administrative area is divided into 38 districts. Some rural areas are sparsely populated, with poor transportation and life quality, and fewer educational resources. Based on the general course "Materials and Life", the author tried to utilize physics and materials science to develop four popular science topics to connect seven regional features according to the local characteristics. These four topics can be used as modular teaching. The content of the course is different from conventional popular science education activities. The course was designed to emphasize local participation and connection with local characteristics. Participating college students received professional popular science training during the course with the opportunity to practice teaching. The content was taught to elementary school students in rural areas. Through the teaching process, college students can learn the knowledge in-depth and discover the characteristics of the indigenous culture and ecological environment through local participation. It can also lead elementary students to explore the local characteristics to enhance students' identification with the community. This course is designed to seek out possible models of University Social Responsibility (USR) promotion based on local characteristics. Through popular science education, the connection between the university and the local community can be strengthened. It enhances students' knowledge of physics and materials science, increases their understanding of local characteristics, and provides new possibilities for education in rural areas.
participation in the field, popular science education, Kaohsiung's hometown