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| 題 名 | 國小教師地質事業發展之敘事探究=A Narrative Inquiry of In-service Teachers' Professional Development on Geology |
|---|---|
| 作 者 | 賴慶三; | 書刊名 | 科學教育月刊 |
| 卷 期 | 327 2010.04[民99.04] |
| 頁 次 | 頁2-22 |
| 分類號 | 523.354 |
| 關鍵詞 | 地球科學; 地質教育; 地質學; 科學師資培育; 教師專業發展; Earth science; Geology; Geoscience education; Professional development; Science teacher education; |
| 語 文 | 中文(Chinese) |
| 中文摘要 | 摘 要 本研究之目的,在探討國小教師之地質專業發展。研究對象,某教育大學教學碩士 班的國小教師;本在職進修地質課程為2 學分,修課研究生29 位。在職進修地質教學活 動內容,主要包括:地球系統概述、礦物與實作探究、岩石及岩石循環與實作探究、地 質作用與成因、礦物與岩石鑑定測驗、國土資源參觀教學、戶外地質考察與礦物採集等。 本研究採用敘事探究法,國小教師的學習回饋意見與學習歷程表現,成為本研究資料分 析之現場文本的主要來源;其他資料來源,還包括:國小教師的標本鑑定測驗得分、礦 物岩石作業報告、及其他學習歷程資料等。研究主要結果,包括:(1)國小教師對地質學 習態度變得積極,(2)國小教師增進了對礦物、岩石及地質作用與成因等地質概念的發 展,(3)國小教師對地質教學自信心的增強。 |
| 英文摘要 | Abstract The major purpose of this narrative inquiry is to explore in-service teacher’s professional development on geology. This in-service science course is 2 credit hours, and 29 graduate students were in this course. Topics in this course include: earth science system, mineral and its identification, rock and its identification, geological processes, hand specimen identification, and field trips. In-service teachers’ learning outcomes and feedbacks were collected and analyzed. Major findings were include: (1) teacher’s learning attitudes on geology has changed toward more positive, (2) teacher’s geology concepts have improved, (3) teacher’s confidence on science teaching has increased. |
本系統中英文摘要資訊取自各篇刊載內容。