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題名:以活動理論為基礎的科學教師遠距視訊協同教學專業發展模式之建立與成效評估
作者:何信權
作者(外文):Ho Hsin-Chuan
校院名稱:國立彰化師範大學
系所名稱:科學教育研究所
指導教授:王國華
張靜嚳
學位類別:博士
出版日期:2015
主題關鍵詞:活動理論協同教學科學教師專業發展遠距視訊基於活動理論之遠距視訊科學教師專業發展模式activity theorycoteachingscience teacher professional developmentVideo Conferencingactivity-theory-based co-teaching with interactive videoconferencing environment: a professional development for science teacher (ACTIVE-PD)
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本研究主要目的在建立基於活動理論(Activity-theory)之遠距視訊協同教學專業發展模式 (Activity-theory-based Co-Teaching with Interactive Videoconferencing Environment-A Professional Development for Science Teacher,簡稱ACTIVE-PD),並探討及評估其實施對教師專業發展與學生學習成效之影響。研究情境為在一國立師資培育大學與三所夥伴學校成立教師專業發展社群,並邀請任教於夥伴學校的四位國中科學教師及其授課之四個班級共139名學生為研究對象。研究設計首先建立ACTIVE-PD模式,分為準備期、實施期及修正期三個階段,首先提供參與教師發展遠距視訊協同教學專業,繼而對四國中班級學生進行協同教學,共進行四次跨校遠距協同教學,分別為兩次專長互補式及兩次跨校主題式協同教學,最後反思精緻化ACTIVE-PD模式。研究方法採質與量合併之多種研究法,以合作行動研究收集教師實施遠距視訊協同教學之情形;以團體焦點訪談法收集參與教師對此種教學模式的反思與建議;以問卷調查法包括「學生對教師學科教學知覺問卷」、「科學學習態度量表」、「科學教室環境量表」、「自然與生活科技學習動機問卷」等四種工具進行前、後測,並以t檢定檢驗前後測之變化。研究結果顯示,一、ACTIVE-PD模式實施,會遭遇一些問題,必須有相對應的解決方式。二、ACTIVE-PD模式實施可協助參與教師的專業發展。三、實施遠距視訊協同教學後,學生無論對於教師的教學知覺、對科學的學習態度、對教室學習環境的知覺,以及科學學習動機,大部份有顯著改變。四、ACTIVE-PD模式經過反思檢討後,可以調整修正。本研究亦提供教師對協同教學之專業發展建議。
The primary objective of this study was to adopt Activity Theory in developing professional development for science teachers, which prompted creating “Activity-Theory-based coteaching in an interactive videoconferencing environment: A professional development for science teachers” (ACTIVE-PD). This study also explored and evaluated the effect of ACTIVE-PD on science teachers’ professional development and students’ learning performance. This study was set in a professional teachers’ development community comprising teachers from a national university and 3 junior high schools, in addition to 4 science teachers from junior high schools. The research sample comprised 139 students. The ACTIVE-PD model was first established in this study, and this model was subsequently applied in 3 phases: preparation, implementation, and evaluation. The preparation phase provided the teachers with ACTIVE expertise. The implementation phase involved performing 4 rounds of ACTIVE teaching. Finally, the evaluation phase entailed reflecting on and reviewing ACTIVE-PD. The research methodology involved multiple quantitative and qualitative analyses. Data regarding the coteaching of the teachers in an interactive videoconferencing environment were collected. A focus group interview was adopted for collecting teacher feedback and suggestions. Four types of questionnaire were used for examining student feedback: Students Perceptions of Teacher’s Knowledge Questionnaire, Students’ Learning Attitude toward Science Questionnaire, What Is Happening in This Class, and Students’ Motivation Toward Science Learning. The questionnaires were used to conduct preteaching and postteaching tests. Changes in the students’ questionnaire scores before and after the remote teaching were analyzed using t tests. This study determined the following results: (1) Problems were encountered when implementing ACTIVE-PD;
solutions must be available for addressing the problems. (2) Implementing ACTIVE-PD facilitated the professional development of the participating teachers. (3) After the implementation of the ACTIVE coteaching, the students demonstrated significant changes in their preteaching and postteaching questionnaire scores. (4) After reflecting on and evaluating the ACTIVE model, the teachers determined adjustments to the model.
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