頁籤選單縮合
題名 | 國小教師由一般自然科教學到「科學-技學-社會(STS)」取向教學過程之信念與行為變化探討=A Study of Changes on Teaching Beliefs and Teaching Behaviors of Elementary Science Teacher between the Conventional Teaching Approach and the 「Science-Technology-Society (STS)」Teaching Approach |
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作者 | 盧玉玲; 連啟瑞; | 書刊名 | 臺北師院學報 |
卷期 | 10 1997.06[民86.06] |
頁次 | 頁427+429-451+453 |
分類號 | 523.36 |
關鍵詞 | 國小教師; 自然科教學; 科學-技學-社會; STS教學; |
語文 | 中文(Chinese) |
中文摘要 | 本研究計畫之目的主要在探討「科學-技學-社會(STS)」教學本土化過程中 國民小學教師如何接受此一教育理念與進行教學。本研究以國民小學自然科之「透鏡」單元 進行教學,探討教師導入STS教學過程中其信念與行為改變之情形;研究對象為一位國小 五年級自然科教師;研究方法兼採質的研究與量的研究。研究之主要發現為: 1.透過參與STS之教學活動,有助於國小自然科教師之自然科教學信念由實在主義觀點 轉為偏向實驗主義與建構主義觀點。 2.經由STS之教學活動,可改變國小自然科教師之教學行為,由教師中心移向以學生為 中心。 |
英文摘要 | The objective of this study is to investigate how the impacts are toward elementary science teacher on teaching beliefs and teaching behaviors when Science-Technology-Society(STS) teaching approach is introduced to traditional classroom settings. This study uses and STS teaching module focusing on the topics of "Lens". The sample was selected from elementary science teachers currently teaching the fifth grade. Qualitative and quantitative methods of research were conducted. Findings of this study are: 1.The STS teaching activity has an effect of shifting teacher's beliefs, from the realism to the experimentalism and the constructivism. 2.Via STS teaching activity, elementary science teachers shift their teaching behavior from teacher-center to student-center. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。