每個小孩子一出生開始有知覺感受就會展開他們探索世界的旅程。但是在傳統的填鴨式科學教育以及分數至上主義下，讓很多學生對科學失去了興趣，同時也停止了對科學的探索。本課程的目標是要透過與生活相關的實作讓學生了解科學是如此生活化以及平易近人，進而提升學生對科學的興趣，並重拾科學探索的能力及熱情。
本課程每堂課會針對一個生活上的主題，先講解其所牽涉到的科學觀念(主要是物理觀念)。接著讓學生分組進行實作，透過實作實際去了解相關的科學觀念在生活上的應用，並在實作的過程中嘗試錯誤並進行修正，學習科學探究的方法。最後一組撰寫一份團體報告，其內容主要讓學生總結實作進行的過程所遇到的問題及討論其所使用解決問題的方法。另外，個人報告的部分則由同學自行反思整理在這堂課進行的過程中，包括老師的講解的科學觀念以及在實作的過程，所學到的東西。透過團體報告的整理及個人報告的反思，可以加深學生對學習內容的理解。
Every child begins their journey of exploring the world as soon as they begin to have feelings. However, under the traditional cramming science education and score supremacy, many students have lost interest in science and have also stopped exploring science. The goal of this course is to help students understand how life-oriented and approachable science is through life-related practices, thereby enhancing students' interest in science and regaining their ability and enthusiasm for scientific exploration.
Each class in this course will focus on a life theme and first explain the scientific concepts involved (mainly physical concepts). Then let students work in groups to understand the application of relevant scientific concepts in daily life. They can also try and make corrections during the implementation process to learn the methods of scientific inquiry. The last group wrote a group report, which mainly allowed students to summarize the problems encountered during the implementation and discuss the methods they used to solve the problems. In addition, the personal report part is compiled by the students themselves during the course of the class, including the scientific concepts explained by the teacher and what they learned during the implementation process. Through the organization of group reports and reflection on individual reports, students can deepen their understanding of the learning content.
自編講義
Self-compiled handouts
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 期末考期末考 final exam |
25 | |
| 平時成績平時成績 usual results |
70 | 含出席、實作、團體報告、個人報告 |
| 自主實作自主實作 Autonomous implementation |
5 |
