孔恩《科學革命的結構》對高中物理教師的啟發

Abstract

本論文探討湯瑪斯·孔恩（Thomas Kuhn）在《科學革命的結構》中提出的核心概念，包括「科學社群」、「常態科學」、「典範」、「科學革命」、「不可共量性」、「非線性史觀」與「學科基質」，並分析這些概念對高中物理教師教學實務的啟發。孔恩認為科學發展並非線性累積，而是透過典範轉移與科學社群的內部運作來推動變革。透過重新檢視筆者的物理教學經驗，本文探討如何將科學史與科學哲學視角融入高中物理教育，以幫助學生理解科學知識的建構過程，並提升他們的批判性思考能力。

本研究強調科學史在物理教育中的價值，並分析共享範例如何幫助學生掌握物理概念，使其更有效地參與物理學習過程。共享範例不僅是學習工具，更是科學社群內部知識傳承的方式，有助於學生理解物理學的核心思維模式與問題解決方式。此外，本文探討科學史融入物理教學的挑戰，包括時間限制、評量機制以及與標準課程的整合問題，並嘗試提出可行的解決策略。

本文進一步探討戲劇作為科學史教學的輔助工具，透過《伽利略傳》的應用，研究戲劇如何讓學生模擬歷史情境，理解科學知識如何在社會與權力結構中形成與演變。戲劇不僅能夠強化學生對物理概念的理解，還能促使學生透過角色扮演參與科學知識的建構，深化他們對科學革命的體會。透過戲劇活動，學生可以親身體驗科學家在歷史中的挑戰與抉擇，進而更深入理解科學發展的非線性過程及其社會脈絡。

本研究透過案例分析與教學實踐，展示科學史與戲劇教育如何相輔相成，為高中物理教學提供新的視角與策略，並探索科學知識如何在不同社會脈絡下被建構與傳遞。研究結果顯示，結合科學史與戲劇的教學模式能夠提升學生對科學本質的理解，並培養他們的批判性思維與科學素養，為高中物理教育提供更具啟發性的教學方法。

This thesis explores the core concepts introduced by Thomas Kuhn in The Structure of Scientific Revolutions, including "scientific communities," "normal science," "paradigms," "scientific revolutions," "incommensurability," "nonlinear historical perspectives," and "disciplinary matrix." It analyzes the implications of these concepts for high school physics teaching practice. Kuhn argues that scientific progress is not a linear accumulation of knowledge but is driven by paradigm shifts and the internal operations of scientific communities. By re-examining the author's own experiences in physics teaching, this study investigates how integrating historical and philosophical perspectives of science into high school physics education can help students understand the construction of scientific knowledge and enhance their critical thinking skills.

This study emphasizes the value of the history of science in physics education and examines how shared exemplars assist students in grasping physics concepts, enabling them to participate more effectively in the learning process. Shared exemplars are not merely learning tools but also mechanisms for knowledge transmission within scientific communities, helping students comprehend the fundamental cognitive frameworks and problem-solving approaches in physics. Furthermore, this thesis explores the challenges of incorporating the history of science into physics teaching, including time constraints, assessment mechanisms, and alignment with standard curricula, while proposing feasible solutions.

Additionally, this study investigates the use of drama as an auxiliary tool for teaching the history of science, specifically through the application of Galileo. It examines how drama enables students to reenact historical contexts, fostering an understanding of how scientific knowledge is shaped within social and power structures. Drama not only reinforces students' comprehension of physics concepts but also encourages them to engage in the construction of scientific knowledge through role-playing, deepening their appreciation of scientific revolutions. Through dramatic activities, students can personally experience the challenges and dilemmas faced by scientists throughout history, thereby gaining a deeper insight into the nonlinear development of science and its societal contexts.

By employing case studies and teaching practice, this research demonstrates how the integration of the history of science and drama education can complement each other, offering new perspectives and strategies for high school physics instruction. The findings indicate that incorporating historical and theatrical elements into physics teaching enhances students' understanding of the nature of science, fosters their critical thinking skills, and enriches their scientific literacy, thereby providing a more engaging and insightful approach to high school physics education.