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題名 | Science Teachers' Development of Museum-Based STS Modules-What Do Their Perceptions and Practices Tell Us?=兩位科學教師發展以科學博物館情境資源為核心之STS教學模組的啟示 |
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作者 | 靳知勤; | 書刊名 | Proceedings of the National Science Council : Part D, Mathematics, Science, and Technology Education |
卷期 | 10:3 2000.09[民89.09] |
頁次 | 頁115-125 |
分類號 | 521.59 |
關鍵詞 | 科學博物館; 情境資源; STS教學模組; In-service teacher; Museum education; Science teacher; Science-technology-society; STS; Teachers' beliefs; |
語文 | 英文(English) |
英文摘要 | n this study two teachers were invited, an elementary science teacher (Mr. Long) and a secondary biology teacher (Ms. Mei), to become involved in a development process of museum-based science-technology-society (STS) modules. Through the process, the author attempted to understand the teachers' perceptions and practices, and obtain advice for teacher educators to improve teachers' abilities in using social resources. Qualitative methods were used to collect the data throughout the module-developing process, and narratives were written to analyze the data. The results showed: (1) Two teachers had quite different prior knowledge of STS and expectations to this project. (2) As a secondary school teacher, Ms. Mei was more inclined to obtain conceptual information rather than the pedagogical strategies. (3) Neither teacher really understood the role technological issues played in the STS modules. (4) They used various methods to teach but cover too much materials in their STS modules. (5) Mr. Long agreed that this project was helpful in improving his teaching skills through understanding the rationale of STS module; on the contrary, Ms. Mei, restrained by educational goals set at the secondary level, did not think museum-based STS modules, even general ones, were useful. In summary, the results implied that teachers had difficulty developing museum-based STS modules. The museum setting seemed to be an alien world for these teachers. Here, the author suggests the difficulty might be overcome through two approaches: (1) The improvement of teachers' understanding of STS, including both its rationale and strategies, and (2) the enhancement of teachers' knowledge about informal educational settings. Moreover, the gap between formal and informal education should be eliminated. Since the infusion of social resources in science teaching requires an integration capability, teacher education programs are believed to be one of the fundamental and effective channels to eliminate this gap. |
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