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題名 | 臺中地區國小職前與在職教師對科學本質的理解與教學態度之研究=A Study of Pre-service and In-service Elementary School Teacher's Undersatnading and Teaching Attitude about the Nature of Science in the Taichung Area of Taiwan |
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作者 | 許良榮; 柯玉婷; | 書刊名 | 臺中師院學報 |
卷期 | 15 2001.07[民90.07] |
頁次 | 頁335-361 |
分類號 | 523.36 |
關鍵詞 | 數理背景; 科學本質; 職前與在職; 教學態度; Academic background; Nature of science; Pre-service and in-service; Teaching attitudes; |
語文 | 中文(Chinese) |
中文摘要 | 本研究目的旨在探討台中地區國小職前與在職教師對科學本質之教學的態度,並分析不同背景之國小職前與在職教師對科學本質的理解之差異。研究樣本包括台中師院國小職前教師293位,台中縣、市在職教師350位,合計643位。研究工具包括了「了解科學本質量表」及「對科學本質之教學的態度量表」。研究結果發現:(1)在科學本質的理解之總量表以及各分量表,職前教師與在職教師之間都沒有顯著差異;(2)對科學本質的理解(總量表)以及科學知識本質理突(分量表二),數理背景之教師顯著高於非數理背景教師(p<.05),(3)對於「科學本質之教學的態度(總量表)」以及「科學事業本質之教學的態度(分量表三)」,科學本質理解程度的主要效果有顯著差異(p<.05),而「職前與在職」與「數理背景」之主要效果未達顯著差異水準;(4)對於科學本質之教學的態度,不論是總量表或分量表,科學本質理解程度、職前與在職、數理背景之間的交互作用都未達顯著差異水準。最後本研究由研究結果提出對於科學本質之教學的建議。 |
英文摘要 | The purpose of this study was to explore pre-service and in-service elementary school teachers' teaching attitude toward the nature of science (NOS) and analysis the difference of understanding the nature of science among the different background teachers. The subjects of the study includes students of Tai-Chung Teachers College(N=293) and in -service teachers in the Taichung area of Taiwan(N=634). The instruments of this study include "The scale of understanding the NOS' and 'The scale of teaching attitude toward the NOS'. The findings of this study were the following:(1) there were no significant difference between the major and non-major of science-mathematics in the teachers' teaching attitude toward the NOS. (2) the teachers of science-mathematics major comprehended better than the other group in understanding the NOS (total scale) and the "nature of scientific knowledge" (subscales II). the main effects of understanding the NOS had significant difference in the teaching attitudes toward the NOS (total scales) and teaching attitudes toward the "nature of scientific enterprise" (subscales III) (4) the interaction among the degree of understanding NOS, academic background and service status had no significance in the teachers' teaching attitude toward the NOS. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。