本研究調查高中資訊教師對電腦科學史融入教學的看法，並以教師背景與課程實施現況探討影響教師實施電腦科學史教學之因素，調查內容包括教師教學態度、教學挑戰、教學設計、教學內容與教學支援等向度。研究採問卷調查法進行，邀請全國公立高中資訊教師進行線上問卷填答，共計137位教師參與。
調查結果顯示約有四成教師曾修習電腦科學史相關課程，八成以上實施過電腦科學史教學活動，教師普遍對課程中帶入電腦科學史持正向態度，但教學時數、學生興趣、教師背景知識、教材不足等挑戰因素會影響其教學成效。若要實施電腦科學史教學，教師們認為電腦網路、資訊安全、人工智慧與內儲程式等科學發展里程碑是高中生應該知道的電腦科學史；以學生較熟悉的近代電腦科學發展重要人物做為史料選材重點，可提昇學生的學習興趣；依時序或類別彙整重要事件演進、科學發展的失敗經驗與重要事件發生的時代背景、搭配相關的圖片、照片、科學家故事與奇聞軼事進行科學史料的舖陳，有助於學生對電腦科學的了解；在教科書中包含較完整的電腦科學史內容，增加更多教科書以外的電腦科學史補充教材、中文影音資料庫與科學史網站，則可豐富教師背景知識與教學資源。
建議後續研究者進行高中電腦科學史教學活動設計與教學成效評估，開發電腦科學史教學指引，協助教師更有效率地在教學中帶入電腦科學史，以提昇教師對電腦科學史的教學意願。

The purpose of this study is to investigate high school teachers' perceptions/concerns of teaching computer sciences through history of computing. The research methods adopted in this study are an online questionnaire survey and a follow-up email interviews with selected teachers. The planned questionnaire was designed with five dimensions to unveil teachers’ perceptions and concerns of teaching history of computing including: (I) attitude towards teaching history of computing, (II) challenges in teaching history of computing, (III) instructional design of history of computing, (IV) instructional contents of history of computing, and (V) materials/resources to support teaching history of computing. We also collected extensive demographic data of the surveyed teachers including gender, age, years of teaching, educational background and knowledge of history computing to analyze factors that might affect teachers’ perceptions and concerns.
As our survey, we invited about 388 public high school teachers to answer our questionnaire and 137 of them responded. Our survey results showed that most of the respondents considered advantageous to include the historical elements in teaching/learning computer science, and had experience in teaching history of computing in their class. They implemented kinds of teaching strategies, but the instructional efficiency showed differences. Despite there was significant positive relationship between teacher’s interest and desire in history of computing, there were challenges affect teachers’ decisions in teaching history of computing, among them were supporting resources such as learning materials or instructional guides, and students’ interests on history materials. To bring history of computing into high school computer science curriculum, most respondents urged for more supports such as supplementary materials of history of computing, textbooks with more history of computing contents, and professional training in teaching history of computing. We hope the results of this study should provide valuable ideas for textbook authors and curriculum developers; it should offer suggestions for high school teachers in teaching CS through history of computing as well.

中文部分
巫俊明（2002）。運用科學史增進學生對於科學本質的了解。國教世紀，199，61-68。
林淑梤、劉聖忠、黃茂在、陳素芬、張文華（2008）。運用科學史傳達科學本質之教學實務探討。科學教育月刊，315，2-18。
林陳涌、鄭榮輝、張永達（2009）。融入科學史教學對高中學生的科學本質觀、對科學的態度以及學習成就的影響。科學教育學刊，17(2)，93-109。
邱明富、高慧蓮（2004）。科學史融入教學以提昇國小學童科學本質觀影響之研究。國立臺北師範學院學報，17(1)，183-214。
邱明富、高慧蓮（2006）。科學史融入教學對國小學童科學本質觀影響之探究。科學教育學刊，14(2)，163-187。
侯志洋、許良榮（2001）。國小自然科教師對科學史教學的態度之初探研究。科學教育月刊，242(9)，2-13。
姜志忠、張惠博、林淑梤、鄭一亭（2006）。物理史融入教學對提升學生科學認識論瞭解及其學習成效之研究.。科學教育學刊，14(6)，637-661。
洪振方（1997）。科學史融入科學教學之探討。高雄師大學報，8，235-246。
胡瑞萍、林陳涌（2006年12月）。歷史事件圖（HEM）教材對國一學生的科學本質觀、對科學的態度以及學習成就的影響。載於國立臺灣師範大學（主編），中華民國第22 屆科學教育學術研討會論文集（439-445頁）。臺北：國立臺灣師範大學。
教育部（2008）：普通高級中學「資訊科」課程綱要。
許良榮、李田英（2005）。科學史在科學教學的角色與功能。科學教育月刊，179期，15-27。
許良榮、蕭培玉（2007）。中小學科學本質與科學史的教學需求之研究。科學教育學刊，15(1)，1-23。
陳宏煒（2002）。高中電腦課程實施現況調查。國立臺灣師範大學資訊教育研究所碩士論文（未出版）。
陳秋燕（2009）。高中電腦教科書之電腦科學史內容分析。國立臺灣師範大學資訊教育研究所碩士論文（未出版）。
蕭碧茹、洪振方（2000）。以認知歷史分析法探究科學史及其在科學教育的意涵。科學教育月刊，235，2-13。

英文部分
AAAS (American Association for the Advancement of Science) (1989). Project 2061: Science for All Americans.
AAAS (American Association for the Advancement of Science) (1993). Benchmarks For Science Literacy.
Abd-El-Khalick, F., & Lederman, N. G. (2000). The influence of history of science courses on students’ views of nature of science. Journal of Research in Science Teaching, 37(10), 1057-1095.
Conant, J. B. (1957). Harvard case histories in experimental science Volumn I (1957). Retrieved from http://www.archive.org/details/harvardcasehisto010924mbp
Cortina, T. J., & McKenna, R. (2006). The design of a history of computing course with a unique perspective. SIGCSE Bull., 38(1), 67-71. doi: 10.1145/1124706.1121366
Denning, P. J. (2007). Computing is a natural science. Communications of the ACM, 50(7), 13-18. doi: 10.1145/1272516.1272529
Denning, P. J., Comer, D. E., Gries, D., Mulder, M. C., Tucker, A., Turner, A. J., & Young, P. R. (1989 ). Computing as a discipline. Communications of the ACM, 32(1), 9-23 doi: 10.1145/63238.63239
Draper, G. M., Kessler, R.R, Riesenfeld, R.F. (2009). A history of computing course with a technical focus. Paper presented at the Proceedings of the 40th ACM technical symposium on Computer science education, Chattanooga, TN, USA.
Eugene, G. (1985). The life and career of George Sarton：The father of the history of science. Journal of the History of the Behavioral Sciences, 21 (2), 107–117.
Gal-Ezer, J., & Harel, D. (1998). What (else) should cs educators know? Communications of the ACM, 41(9), 77-84. doi: 10.1145/285070.285085
Galili, I., & Hazan, A. (2001). Experts' views on using history and philosophy of science in the practice of physics instruction. Science & Education 10(4), 345-367. doi: 10.1023/A:1011209131446
Hsingchi A. Wang, & Cox-Petersen, A. M. (2002). A Comparison of Elementary, Secondary and Student Teachers' Perceptions and Practices Related to History of Science Instruction. Science & Education, 11(1), 69-81. doi: 10.1023/A:1013057006644
IFIP TC3 and TC9 Joint Task Group (1999). History in the computing curriculum. IEEE Annals of the History of Computing, 21(1), 4-16.
Impagliazzo, J., & Lee, J. A. N. (2004). Using history to enhance computing courses. Paper presented at the Proceedings of the 9th annual SIGCSE conference on Innovation and technology in computer science education, Leeds, United Kingdom.
Impagliazzo, J., Campbell-Kelly, M., Davis, G. B., Lee, J. A. N., & Williams, M. R. (1999). History in the computing curriculum. Annals of the History of Computing, IEEE, 21(1), 4-16. doi: 10.1109/85.759364
King, B. B. (1991). Beginning teachers' knowledge of and attitudes toward history and philosophy of science. Science Education, 75(1), 135-141. doi: 10.1002/sce.3730750112
Klopfer, L. (1969). The teaching of science and the history of science. Journal of Research in Science Teaching, 6(1), 87-95.
Lee, J. A. N. (1996). "Those who forget the lessons of history are doomed to repeat it": or, Why I study the history of computing. Annals of the History of Computing, IEEE, 18(2), 54-62. doi: 10.1109/85.489724
Lee, J. A. N. (1997). History in the computer science curriculum. ACM SIGCSE Bulletin, 29(4), 2.
Matthews, M. R. (1989). A role for history and philosophy in science teaching. Interchang, 20(2), 3-15. doi: 10.1007/BF01807043
Matthews, M. R. (1994). Science Teaching: The Role of History and Philosophy of Science. New York: Routledge.
Panasuk, R. M., & Horton, L. B. (2012). Integrating history of mathematics into curriculum: What are the chances and constraints? International Electronic Journal of Mathematics Education, 7(1), 3-20.
Rupf, J. A. (2004). Teaching the history of computing (painlessly). Journal of Computing Sciences in Colleges, 20(2), 212-218.
Rutherford, F. J. (2001). Fostering the history of science in American science education. Science & Education, 10(6), 569-580.
Rutherford, F. J., Holton, G. & Watson, F.G. (1981). Project Physics Resource Book (1981). Retrieved from http://archive.org/details/projectphysicsre00fjam
Sherratt, W. J. (1982). History of Science in the Science Curriculum: An Historical Perspective. Part I: Early Interest and Roles Advocated. School Science Review, 64, 225-236.
SIU, M.-K. (2004). No, I do not use history of mathematics in my class. Why? In S. Kaijser, F. Furinghetti, & A. Vretblad(Eds.), History and pedagogy of mathematics: Proceedings of HPM 2004(pp. 375-376). Uppsala, Sweden: HPM.
Smestad, B. (2009). Teachers' conceptions of history of mathematics. Retrieved August 20, 2012, from http://home.hio.no/~bjorsme/HPM2008paper.pdf
Tuck, A. B. (Ed.). (1991). Computing Curricula 1991. Communications of the ACM, special issue, 34(6).
Zhang, C., & Howland, J. E. (2005). Brief and yet bountiful- The history of computing, why do students need it? Journal of Computing Sciences in Colleges, 20(4), 308-314.