[[abstract]]A Study on Course design of Science Curriculum in General Education Shu-Sheng Lin Abstract The purpose of this study is to explore the differences of learning outcomes of two non-science majored groups that were taught by the same teacher and used the same teaching materials that were organized according to the indicators of course design of science curriculum in general education. The learning outcomes reflect on four aspects: (a) the change of students' understanding the nature of science, (b) the change of student's scientific attitude, (c) the growth of scientific knowledge, and (d) the change of students' learning interest in science curriculum in general education. This study adopted a nonequivalent-group pretest posttest design on two classes of freshman in two universities, in which the one is more emphasis on general education than the other. The various types of data collection are based on Understanding of the Nature of Science Scale(UNOS), the Scientific Attitude Inventory : A Revision(SAI Ⅱ), the test of scientific knowledge about the matter and chemical reactions, the questionnaire of four-week learning perception and interview. The results of the study are concluded as follows: (1) There are significant effects (p<0.05) in pre-and post UNOS, the test of scientific knowledge about the matter and chemical reactions in each group. (2) There are significant effects (p<0.05) in pre- UNOS, SAI Ⅱ between two groups, but there is no significant effect (p>0.05) in post- UNOS, SAI Ⅱ between two groups. (3) There is no significant effect (p>0.05) in pretest or posttest of scientific knowledge about the matter and chemical reactions between two groups. (4) Data from the interviews and the questionnaire on four-week learning perception show that the teaching materials and 4-week instruction not only positively promote students' learning and understanding about the nature of science and scientific knowledge, but also change their scientific attitude and attitude towards science or towards learning science. (5) Students that express much more identification the meanings and functions of general education will show much better learning outcomes. (6) Nearly all students express strong agreement that this kind of approach do enhance their learning motivation and interest on science curriculum in general education after four-week instruction. (7) Most non-majored science students hope the contents of course in science curriculum of general education is related to their life. Moreover, there are any kinds of science curriculum they can choose in their school when science serves as an elective course in general education. Based on the results of this study, it is suggested that teachers should help non-majored science students to find the meanings and functions of general education and learning science for themselves. Furthermore, pay much more attention the needs of students when teachers design the subject matters in science courses. This will promote students' motivation and interest in learning science. Future study may consider extending the instruction period and including different kinds of background of non-science majored students to be samples. Key words: General education, Science curriculum, Course design, teaching materials, subject matters, Nature of science, Attitude towards science, Scientific attitude, Scientific knowledge, Learning outcomes.
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