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題名 | 職前物理教師對於實驗教學認知的研究= |
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作者 | 黃文吟; 張惠博; |
期刊 | 科學教育 |
出版日期 | 19940500 |
卷期 | 5 1994.05[民83.05] |
頁次 | 頁185-207 |
分類號 | 522.68 |
語文 | chi |
關鍵詞 | 物理教師; 實驗教學; 認知; 職前; |
中文摘要 | 本研究的目的,旨在探討十位職前物理教師對於實驗教學的認知。在 一門有關實驗教學策略的教學實習課程中,十位職前教師歷經實驗教學的試教、 自我評鑑、操作實驗、集體討論等教學活動,發現他們對於國中實驗教學功能的 見解、進行實驗教學活動的選擇與準備時的想法與決定,皆是本研究所欲探討的 重點。本研究利用質的研究法進行資料的收集與分析。資料的分析過程中,採三 角交叉法,並以經由自我評鑑、問卷、面談、集體討論所得的資料,交互審核, 以提高研究的效度。為能降低研究者的偏見及防止遺漏存在的型式,對於個別分 析所得的資料,在最後階段,並與另一位研究者相互討論與確認。研究結果發現, 職前物理教師對於實驗教學的認知,呈現明顯的分佈型態。對於國中實驗教學重 要性的看法計有:視實驗教學為輔助概念的學習方式,科學過程技能及思考能力 的培茶與訓練等。有關實驗活動的選擇與決定,則深受授課時間、實驗器材及教 科當的內容等因素的影響。對於探究式實驗的進行,一方面肯定它的價值,然而, 卻又認為國中生的程度大多不適合進行探究式實驗。甚且,職前教師對於實驗教 學活動情境的未知狀況,多無法預期與掌握,甚而僅是依賴自己的學習經驗及教 科當,以進行實驗教學的準備。綜合而言,職前教師對於實驗教學的認知仍停止 於理論化的層面,而少涉及於實驗教學情境的了解,為培育科學教師實驗教學能 力,除了教師自身的努力之外,提供在職教師進修機會,精鍊實驗教學能力,應 屬可行的途徑。 |
英文摘要 | The purpose of this research was to examine science preservice teachers' conceptionsof laboratory instruction such as, the goal of lab, and the selection, and organization ofinstructional activities. The sample was 10 preservice physics teachers (6 female, 4 male) completingt heirfinal year of teacher preparation. Each of the preservice teachers was asked to plan andpresent two laboratory activities during the first and the last two weeks of the Fallsemester. These activities was observed (and videotaped) by the professor who was alsoa researcher and written feedback was provided. Following the completion of the laboratorylesson, each preservice teacher completed a questionnaire, a self-critique, and a 40minute follow-up interview. Between these two labs, the preservice teachers were providedwith formal instruction on the planning and implementation of laboratory activities. Qualitative analyses revealed obvious patterns of conceptions among preserviceteachers. The importance of laboratory was viewed as an aid to help students learn science,provide students opportunities to develop process skills, and training of thinking skills.However, the decision of selecting the laboratory approach was limited by available time,inadequate equipment/materials, and content of textbook. Further, the preservice teacherstended to view junior high physical science laboratory activities as so easy they did notnecessitate trying out procedures prior to class. But, during the interviews, thesepreservice teachers admitted that laboratory teaching is very different from lecturing.Teachers felt that they lost control of students during labs. Prior research stronglysupports the notion that preservice teachers focus primarily on classroom managementand the results of this investigation clearly show how such concerns for "survival" serveto compromise practical instruction and the teachers' beliefs. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。