科學地鑑證進化論

陳城禮

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

生物學目前的處境頗為滑稽,它自視為實驗科學,但於解釋生物之起源和生物品種之繁多時,卻建基於一套未經實驗證實的理論上。科學的方法,本應為客觀地分析由觀察所得的資料和數據,然後審慎地加以歸納成為科學定論。但生物之起源有兩個可能的模式:創造和進化。兩者不論何者為真,但都屬於過去而不能在實驗室內加以證實。若我們不需要科學分析而一口咬定何者為真,另一者為偽,則這種推理過程未免太武斷和不科學化了。 若老師硬要把一套假說當作科學定律,強要放在教科書上令學生們研讀,而不准學生有從其他任何角度抋考的空間,這種處理手法不單違反學術自由,而且灳不是開明民主的。因為學生是有權利去知道真相,身為科學教育工作者,最客觀的開明的做法是應該把兩個模式的立論和利弊一併向學生詳加解釋和鑑證,然後讓他們自行作出門智的決定,這才合乎學教育的精神。 Copyright © 2002 Hong Kong Institute of Education.
Original languageChinese
Title of host publicationScience technology education: Meeting the Challenges of Education Reform: Science & Technology Education Conference 2002 proceedings
EditorsKenneth S. VOLK , Wing-mui Winnie SO
Place of PublicationHong Kong
PublisherThe Hong Kong Institute of Education, Curriculum Development Institute, Education Dept., Hong Kong, Hong Kong Association for Science and Mathematics Education, Hong Kong Association for Design and Technology Education
Pages82-86
ISBN (Print)9629491125
Publication statusPublished - 2002

Citation

陳城禮 (2002):科學地鑑證進化論,輯於K. S. Volk & W.-M. W. So編《Science technology education: Meeting the Challenges of Education Reform: Science & Technology Education Conference 2002 proceedings》,(頁 82-86),Hong Kong,The Hong Kong Institute of Education,Curriculum Development Institute,Education Dept.,Hong Kong,Hong Kong Association for Science and Mathematics Education,Hong Kong Association for Design and Technology Education。