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題名 | 同儕互評情境中職前幼兒教師科學教學知識轉化之研究=Applying PA to Promote the Professional Development of Science Teaching for Prekindergarten Teachers |
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作者 | 陳彥廷; 傅清雪; 洪明全; Chen, Yen-Ting; Fu, Ching-Sheue; Hong, Ming-Chuan; |
期刊 | 科學教育研究與發展季刊 |
出版日期 | 20061200 |
卷期 | 45 民95.12 |
頁次 | 頁1-20 |
分類號 | 303、303 |
語文 | chi |
關鍵詞 | 同儕互評; 職前幼兒教師; 科學教學; 專業發展; Peer assessment; Prekindergarten teacher; Science teaching; Professional development; |
中文摘要 | 這是一個從「不同觀察者」的多元觀點出發,藉由職前幼兒教師的角度評鑑職前幼兒教師於課室中實施幼兒園科學概念試教之成果,從而分析「同儕互評」的內涵,進而探討參與本研究之職前幼兒教師在「同儕互評」歷程中科學教學專業知識之轉化的研究。研究方法屬個案研究。研究對象則選取研究者所任教之幼保系二技部一年級一班學生共46人。收集的資料包括教室觀察札記、學生評論口語資料、師生的評論單與晤談語料。研究結果發現:「同儕互評」的評論內涵中,以「一般教學知識(PK)」與「情意面向」的觀點占較大的比例。而從「學科內容知識(CK)」、「一般教學知識(PK)」、「學科教學知識(PCK)」與「情意」等四個科學教學的面向來說,透過「同儕互評」的運行,職前幼兒教師均在此些面向達成發展與成長的表現。 |
英文摘要 | This study took the road of diverse points of view, and assessed the achievements of science conceptions teaching of prekindergarten teachers through the points of view for prekindergarten teachers and researchers. And analyzed the connotation and difference between Peer assessments and teacher assessments, furthermore investigated the science teaching professional development for Prekindergarten teachers. In this study, the objects wee the researcher's students majoring childhood caring and education in the university for third grade. The collected data included the notes taken in classroom observation, oral language materials of interview. The results were (1) the interrter reliability for the connotation of comments for Peer assessment and teacher assessment were increasing. (2) In the connotation of comments for Peer assessment, the "pedagogical knowledge" and "tender regards" occupied more percentage. (3) And in the connotation of comments for teacher assessment, the "content knowledge" and "pedagogical content knowledge" occupied more percentage. To sum up, the prekindergarten teacher reached science teaching professional development using PA. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。