美国全民科技专案之小学科技素养指标现况——以布鲁姆教育目标分类系统(修订版)知识向度分析

Standards for technological literacy of elementary schools completed by technology for all Americans project——Analyzing of knowledge dimension from Bloom's classification system of educational objectives(Revised Edition)

以布鲁姆(Bloom)教育目标分类系统(修订版)知识向度为分析主轴,兼采描述性统计探讨"美国全民科技专案"(TFAAP)——科技素养指标:学习科技的内容,在知识向度四主要类型和十一次要类型上整体评估与分析。研究发现:美国小学科技素养指针内涵在知识内容范畴中,四主要类型以"概念知识"所占比例最多(36.6%);其次依序为"后设认知知识"(30.7%)、"程序知识"(24.8%)、"事实知识"(7.9%);五大学习领域又以"设计的世界"层面对知识向度呈现最多之比例占(36.6%),其次依序为"科技的本质"(19.8%)、"科技世界所需的能力"(18.8%)、"设计"(13.9%)、"科技和社会"(10.9%);另外十一个知识向度次要类型在"设计的世界"层面涵盖也相当完整,最后,汇整其研究发现并提出结论,期能供教育工作者以及后续分析之参考。

Taking the knowledge dimension of Bloom's Taxonomy of Educational Objectives(Revised Version) as the mainstream of analysis,and adopting descriptive statistics,the paper reviews the document of 'Standards for Technological Literacy(STL):Content for the Study of Technology' completed by Technology for All Americans Project(TfAAP) in 2000,and then makes an overall evaluation and analysis of the four major types and eleven subtypes in knowledge dimension.As found in the research results,among the four major types are the most with proportion of 'concept knowledge'(36.6%),Secondly in order 'meta cognitive knowledge'(30.7%),'procedural knowledge'(24.8%),'fact knowledge'(7.9%),in the five main learning areas,the aspect of 'The designed world' shows the most proportion(36.6%) to knowledge dimension,in order 'the nature of technology'(19.8%),'abilities for a technological world'(18.8%),'design'(13.9%),'technology and society'(10.9%);It is quite intact that other eleven subtypes of knowledge dimension contain on the aspect of 'The designed world'.Finally,the study rearranges the research findings and gives conclusions,which are expected to serve as a basis for the related technology teachers in setting up their instructional goals,devising instructional activities and designing evaluation of their students,and are hoped to be referential for analysis in the later days.