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題 名 | 初任教師國小自然科教學之個案研究--以〔地球運動〕單元為例=The Case Study of Two Science Teachers' Subject Matter Knowledge, Pedagogical Knowledge and their Relationship to Teaching Practices |
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作 者 | 張靜儀; | 書刊名 | 屏東師院學報 |
卷 期 | 11 1998.06[民87.06] |
頁 次 | 頁233-263 |
分類號 | 523.35 |
關鍵詞 | 國小自然科學; 初任教師; 科學知識; 教學法知識; Elementary science teaching; Novice teacher; Subject content knowledge; Pedagogical knowledge; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究以個案研究法探討二位不同背景之初任教師:李老師是地球科學博士但 未具教學法知識,安老師是師院非數理系組畢業且未修習地球科學,在國小自然科「地球運 動」單元的教學知識和教學實務,並分析學科知識與教學法知識對教學實務之影響。研究發現 二位初任教師對科學本質多重屬性的觀點、學科單元結構、發展與功能的知識,在教學中呈 現的概念與呈現的方法,教具之使用、教室管理和教學評量均有所不同。顯示初任教師的科 學學科知識與教學法知識對教室教學實務,有相當之影響。 |
英文摘要 | The purposes of this study were to explore two elementary novice science teachers' subject content knowledge, pedagogical knowledge and their relationship on teaching practices. Data were collected by means of participant observation, teacher interviews, document, VOSTS questionnaire and student tests. One of the two participants was with stronger science knowledge but no pedagogical knowledge; the other was just opposite. The findings were as follows: the viewpoint of the nature of science, knowledge of the structure, development and function of the Discipline, the concepts represented in the class teaching, the uses of instrument, classroom management and evaluation were all different in two teachers. The results were intended for providing suggestions to science teacher educators. |
本系統中英文摘要資訊取自各篇刊載內容。