K-12奈米科技教育本體論之研究

Abstract

本研究使用資訊科學中本體論(Ontology)的架構，整合奈米科學與工程的概念、修訂版布魯姆(Bloom)教育目標分類法與教育部的課綱，利用史丹佛大學所開發的開放軟體本體論編輯器Protege，以列舉關鍵字、定義概念間的關係及定義概念關係的限制等步驟，建立奈米科學與工程教育的完整知識本體，提供奈米科學與工程教育相關知識之完整概念架構。然後以此奈米科學與工程教育的完整知識本體來產生實例，與國立台北教育大學熊召弟教授所設計之「K-12奈米科技教育課程指標」比較驗證。證明本研究所建置的奈米科學與工程教育的知識本體可以產生K-12奈米科技教育課程指標，進而應用此本體建構完整的K-12奈米科學與工程教育概念的完整教材。

In order to build a complete meta-structure of the educational content of K-12 nanoscale science and technology, the Protege, which is a open source software tool for building an ontology, is used to build the formal meta-structure and relations of the nanoscale science and technology education by combining the big ideas proposed by NSTA, Bloom’s taxonomy for education and K-12 course outline published by the Department of Education, R.O.C. The ontology of the nanoscale science and engineering is constructed by emulating the keywords, defining the relationships between the classes and constraining the relationships. The ontology can provide a complete meta-structure of the knowledge of the nanoscale science engineering. The instances created by the ontology of the nanoscale science and engineering are compared with the K-12 Curricular indicators of nanoscale science publish by Prog. Shuing. The results of the comparison show that the ontology of the nanoscale science and engineering could create the complete K-12 Curricular indicators of nanoscale science. The ontology of the nanoscale science and engineering could be used as the guideline for producing the complete course content of the nanoscale science and engineering.