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題 名 | 國小師資生應用Big6技能於自然領域探究式教學的學習與改進=Pre-Service Elementary Teachers Use of Big6 Skill for Learning and Improving Their Science Inquiry Teaching |
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作 者 | 盧秀琴; 戴文雄; | 書刊名 | 科學教育學刊 |
卷 期 | 20:2 2012.04[民101.04] |
頁 次 | 頁171-192 |
分類號 | 523.36 |
關鍵詞 | Big6技能; 師資生; 探究式教學; 錨定式教學; Big6 skills; Pre-service teachers; Inquiry teaching; Anchored instruction; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究以91名師資生為研究對象,探討他們如何應用Big6技能於自然領域進行探究式教學(著重在錨定式教學),同時比較自然系與非自然系背景,是否會影響其專業成長。首先教授理論課程,其次觀摩3部教學案例,接著應用Big6技能設計教案、修正教案,然後進行微型教學和國小試教。結果顯示:(1)師資生感受Big6技能之搜尋策略、取得資訊與使用資訊等學習最為深刻。(2)自然系師資生應用Big6技能設計教案優於非自然系師資生,主要在於搜尋策略、取得資訊與整合資訊。(3)有52.1%師資生進行探究式教學時,能利用圖片傳達提問效果、或從圖片尋找並印證科學、以及創造出問題解決的情境。(4)有25.8%師資生不瞭解國小學童的背景知識,無法將影片內容結合課程播出,無法指導學童參與實驗設計,產生科學知識的另有概念。 |
英文摘要 | In this research we investigated how ninety-one pre-service elementary teachers used Big6 skill in learning and improving their science inquiry teaching (with a focus on anchored instruction). We also explored whether their learning background as science and non-science majors affected their professional growth. First, the researcher taught theoretical courses including showing pre-service teachers three teaching case films. Then, the researcher asked pre-service teachers to use Big6 skills when designing and implementing their teaching plans. Last, the researcher had them teach in micro-teaching and elementary schools. The results showed that (1) Pre-service teachers developed a strong commitment to using Big6 skill to identify teaching strategies, to collect information and to use the information which they had collected. (2) Pre-service teachers who had a science learning background designed better teaching plans than non-science background pre-service teachers. Science background teachers could better search teaching strategies, collect information and integrate varied information, by using Big6 skills in designing their teaching plans. (3) 52.1% of pre-service teachers could use pictures to convey questions or to confirm scientific inferences. When they used the Inquiry teaching method to teach students, they could also design a problem based learning situation. (4) 25.8% of pre-service teachers did not understand elementary school students’ knowledge background, This created a problem for combining the teaching movie with science contexts, and made these teachers unable to direct some students experiments, causing students to develop alternative conceptions of science phenomena. |
本系統中英文摘要資訊取自各篇刊載內容。