台南市國小教師對基因改造生物的認知及應用於教學之態度研究

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台南市國小教師對基因改造生物的認知及應用於教學之態度研究
著者: 黃吉成; Huang, Chi-cheng
程台生; Tai-Sheng Cheng; 材料科學系
主題: 基因改造食品; 教學; 基因改造生物; current topic; GMO; GMF; teaching
描述: 本研究旨在探討台南市國小教師對基因改造生物的認知情形及其應用在國小教學上的態度。依文獻資料，自編調查問卷，蒐集國小教師對基因改造生物的認知及教學上的意見與看法，對象為台南市九十五學年度國小的正式教師，共計429份問卷調查，將所得資料以描述性統計分析、列聯表交叉分析、單因子變異數分析及卡方檢定分析等方式呈現。研究結論顯示，九成以上的教師聽過基因改造食品，五成以上的教師表示不知道基改食品標示的管理單位，七成以上教師不知道臺灣目前採用強制標示制度，八成以上教師不知道成份容許量相關規定。僅有26%的教師贊同利用基因科技生產基因改造產品，且多數不願意購買基因改造食品甚至食用基改食品。但教師願意接受更多有關基因改造生物的訊息，也願意教導自己的子女辨識基因改造食品。大部份教師贊同在國小高年級實施基因改造生物教學的課程，且由教育主管單位或學校來負責推廣。教學課程應放在自然與生活科技領域，由自然科教師在彈性時間或資訊時間實施教學。教師同意教導自然科學的時事議題，也贊同政府設立生物技術教學小組，推動生技的教學工作。大多數教師願意參與GMO的教學活動、準備上課需要的器具，並願意與其他的教師共同設計GMO的課程。研修過基因課程的教師參與GMO課程的教學意願較高。師資培育機構或縣市輔導團在辦理相關課程、課程設計研習或研討會時，應鼓勵新進教師及50歲以下的教師參與，可增進教師對 GMO教學的知能與開發設計課程的能力，對於新興議題的課程開發及推廣也有幫助。
This research aims at probing into the grade teacher in Tainan to transform the biological cognitive situation and apply to the gene to the attitude on the teaching of primary school. Depend on the documents and materials, in order to make up the questionnaire by oneself, collecting a grade teacher will transform biological cognition and opinion and view on the teaching to the gene, the target is for 95 formal teachers who study annual primary school in Tainan, it is 429 questionnaire investigation altogether, statistical analysis, contingency form alternate analysis, single factor make a variation, count analysis and card side assay way of analyzing etc. appear by person who describe resulting materials. Reveal in accordance with this research conclusion: More than 90% of the teachers have heard the GMF, more than 50% of the teachers express the management unit not knowing the food labeled, more than 70% of the teachers do not know Taiwan adopt and label the system by force at present, more than 80% of the teachers do not know the relevant regulations of compositions tolerance. Only 26% of the teachers agree in utilizing genetic science and technology to produce the gene to transform the products, and the majority is unwilling to buy the even edible base of gene transformation food to change the food. But teachers would like to accept more relevant genes and transform biological information, would like to teach one''s own children how to distinguish the gene transformation food. Most teachers agree in implementing course that the gene transforms biological teaching in the high grade of primary school, and is responsible for popularizing by the educational responsible institution or school. Teaching course should be placed on the nature and scientific and technological field of life, the natural department''s teacher implements teaching in elastic time or information time. The teacher agrees the teacher teaches the current events topic of natural science, agree to the government and set up the educational group of biotechnology too, promote and grow the teaching of the skill. Most teacher like teaching to participate in GMO move about, plan utensil needed to have a class, would like to design course of GMO with other teachers together. The teacher who researches genetic course participates in GMO teaching will relatively tally. Teachers foster the organization or counties and cities to coach the group while handling correlated curriculum, course to design studying or seminar, should encourage entering the teacher and teacher under the age of 50 to participate in newly, can promote teacher knowing can be with the ability to develop course to GMO teaching, it is helpful to develop and popularize course of the new developing topic.
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建立日期: 2007
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/3080
資源來源: NUTN IR

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台南市國小教師對基因改造生物的認知及應用於教學之態度研究

黃吉成; Huang, Chi-cheng 程台生; Tai-Sheng Cheng; 材料科學系 2007

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