國小自然教師科學教學實踐知識與科學教學表徵之個案研究_

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題名：	國小自然教師科學教學實踐知識與科學教學表徵之個案研究
作者：	謝秀月
作者(外文)：	Hsiu-Yueh Hsieh
校院名稱：	彰化師範大學
系所名稱：	科學教育研究所
指導教授：	郭重吉
學位類別：	博士
出版日期：	2001
主題關鍵詞：	國小教師；科學教學；實踐知識；教學表徵；elementary teacher；science teaching；practical knowledge；instructional representation
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(3) 博士論文(1) 專書(1) 專書論文(0) 排除自我引用:3 共同引用:0 點閱:55

摘要
本研究目的旨在探究國小自然教師，在教學實務中所呈現的科學教學實踐知識、科學教學的表徵方式、以及影響個案教師科學教學表徵的因素。研究者透過個案研究，以完全觀察者的角色，觀察一位國小教師在自然科的教學。經過兩年的教學觀察，資料的收集包括：課室教學與戶外教學活動的觀察與錄影、訪談個案教師與學生、設計的教材、課程發展小組討論的觀察與錄音、現場筆記、和其他相關的文件資料。資料分析與研究的結果顯示：個案教師有豐富的科學教學實踐知識、強調情境化學習的科學學科教學知識、以及轉化學科內容進行教學的熱忱，呈現具有學科特質的教學表徵。影響個案教師教學表徵的因素有科學教學實踐知識、科學學科教學知識、科學教學反省、科學教學自主等因素。從研究發現提出以下結論：
一、個案教師的教學表徵，有著豐富的科學學科教學知識與科學教學實踐知識，以非常有科學學科特質的方式，轉化了科學內容。呈現的教學表徵充分掌握科學概念屬性、科學探究學習的各種型式、科學活動設計思考的向度，並以多重的教學表徵來進行國小自然科學的教學。
二、個案教師的教學表徵，充分發揮科學學科教學知識中情境化學習的觀點與知識。無論在科學概念學習、科學探究學習、科學活動設計，都強調在真實情境親身體驗的學習、做中學、作中思考、讓學生處於豐富的學習情境，在腦中建構學生認為有意義的多重圖像。
三、個案教師的教學表徵，在轉化科學內容時，有著他的實踐智慧。這實踐智慧來自科學教學實踐知識的豐富性、教學表徵的創造性、反省思考回饋機制的多元性。

以文找文

The case study of an elementary science teacher’s practical knowledge and instructional representation in science teaching
Hsiu-Yueh Hsieh
Abstract
The purpose of this study is to investigate how elementary science teachers performed practical knowledge and instructional representation through their science teaching practice and the factors affect the teacher’s science instructional representation. This is a two-years case study. Through non-participation observation, researcher observed one elementary science teacher’s science teaching for two years. Data collecting included video tapes of his science teaching and outdoor activities, interviews with the teacher and his students, teaching materials, audio tapes of his science teachers group discussion, field notes, and related document. Data analysis showed that the client had rich practical knowledge in science teaching, was enthusiastic in transferring the science content into his science teaching. His pedagogical content knowledge emphasizes on situated learning, and his instructional representation performed the characters of science. The factors that affected this teacher’s instructional representation included practical knowledge, pedagogical content knowledge, reflection, and the autonomy in science teaching. The major results from the study showed the clients’ instructional representation as following.
1. Because of his rich practical knowledge and pedagogical content knowledge in science teaching, the clinet performed his instructional representation in not only science concepts but also in science inquiry learning and science activities design. He presented a great variety of instructional representations in his science teaching.
2. The client fulfilled his pedagogical content knowledge in situated learning. No matter it is in science content learning, inquire learning, or activity design, he always stressed that learning should be by doing, by thinking, and especially involving in the situation. He provided students rich learning situations and helped them to construct meaningful multi-images in their own minds.
3. The client transferred the science content into teaching with his wisdom of practice. This wisdom of practice displayed in the richness of science practical knowledge, the creativity of instructional representation, and the diversity of reflective thinking.

以文找文

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6.	科技教育研究主題的演進與研究前沿：1970～2013年研究文獻的共被引分析
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8.	重訪「運動知識」的原點之旅--想像與實踐的辯證
9.	數位學習應用模式提升英語學習成效之研究
10.	Weiss方案理論評鑑於教師專業學習社群之應用研究-以彰化縣為例
11.	公立高中職學校空間運用、本位管理與創新經營模式之研究
12.	資訊科技與創造思考策略融入國小賞析教學之個案研究-以羽球比賽為例
13.	與政策對話：國民小學教師專業發展的峰與谷
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15.	iEARN專案式學習教師信念、專案認知與專案教學取向之關係研究

1.	教室中的科學社群：從社會文化的觀點剖析科學的教與學
2.	協助國小數學資深專家教師運用認知學徒制促進國小數學生手教師的學科教學知識發展之協同行動研究
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4.	科學教師的學習與成長
5.	情境學習與教學研究
6.	科技與學習 : 理論與實務
7.	師徒式教育實習之理論與實踐
8.	除法概念形成歷程中的錯誤分析對教學的啟示
9.	課堂管理中教師實踐知識的外顯形式--教學藝術的視角
10.	「GSP輔助教學模式」與「傳統講述教學模式」之比較
11.	非同步遠距學課程之行動研究
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13.	建構主義觀點下的體育教學--以初級游泳教學為例
14.	教師專業實踐理論與課程改革
15.	教師信念研究

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