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題 名 | 教師科學本質觀、教學信念與教學實務之研究=An Investigation of Teachers' Conceptions of the Nature of Science, Learning and Teaching Beliefs and Instructional Practices |
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作 者 | 王靜如; 張靜儀; | 書刊名 | 屏東師院學報 |
卷 期 | 14(下) 民90.03 |
頁 次 | 頁859-898 |
分類號 | 522.35 |
關鍵詞 | 科學本質; 教學信念; 教學實務; The nature of science; Instructional belief; Pedagogical thinking; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究兼採量化調查與質化詮釋方法,探討小學教師科學本質觀、教學信念可何影響教學實務。量化調查的目的在發展小學建構式教室環境量表,調查高、屏地區小學教師提供的科學學習環境概況。再從量表調查母群中抽出兩位教師 進行質化詮釋研究,質化研究工具包括開收問卷填寫、教學錄影炎分析及晤談,深入探討兩位教師的科學本質觀、教學信念、教學實務、以及三者之間的動態關係。量表調查結果發現高屏地后小學四、五、六年級科學學習環境偏向客觀實證論的傾向;質性研究發現兩位個案教師缺少現代的科學本質觀,因此在教學中炸法適當的呈現科學的本質;研究發現有教學自主權的教師營造的建構式學習環境主要是受到教師教學信念的影響文中論及建構主義教學信念之問郛,並且提供意見供科學師資培育課程改進之參考。 |
英文摘要 | The aim of this research was to investigate how the primary teachers' conceptions of the nature of science, teaching and learning beliefs affected their instructional practices. Both qualitative interpretation and quantitative investigation were used in this study. The questionnaire of constructivist classroom environment was developed to investigate the elementary science classroom environment in Pingtung and Kaoshung areas. Qualitative analysis was used to analyzed the transcriptive data fro personal interviews、classroom instruction and open-ended questionnaire. The results of quantitative data showed that the elementary science classroom environment in Pingtung and Kaoshung areas were inclined to traditional positivist learning environment. The case study showed that the teachers lacked proper understanding of the nature of science. The teacher with professional autonomy provided students constructivist learning environment that was strongly impacted by her instructional belief. Problems of the teaching which reflected a constructivist view of learning were identified. We concluded with some reflections and suggestions for improving science teacher training programs. |
本系統中英文摘要資訊取自各篇刊載內容。