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題名：以社會文化觀點應用S(KPL)S模式於國小職前STS教師培育的成效
書刊名：科學教育學刊
作者：盧玉玲 引用關係
作者(外文)：Lu, Yu-ling
出版日期：2000
卷期：8:1
頁次：頁77-100
主題關鍵詞：科學-技學-社會；小學科學；職前師資培育；教學方法；社會建構；STS；Elementary school science；Preservice teacher education；Teaching methods；Social constructivism
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　　　　　本研究旨在以社會文化觀點，探究及評估國小職前自然科教師運用STS的S(KPL)S 教學發展模式進行發展教學模組的成效與困難。 研究對象為修習自然科教材教法之師院非數理背景學生27人。職前教師分為 四組，以群組 合作開發一個教學單元模組的方式，進行教學設計與試教，並透過組間討論修改模組。職 前教師持續全程參與實驗教學活動，並進行其團體關係的互動與溝通，使其融入於社群文 化的互動中，藉社群文化的影響，建立職前教師之教學理念，改變教學行為。研究方法兼 採質與量的研究，所需工具除自行開發外，並運用文獻已有者。主要成效評估向度包括職 前教師設計之教學活動資料、試教之教室觀察、教學活動之錄影分析，以了解職前教師運 用STS的S(KPL)S模式開發模組與試教情形。研究結果發現，以社會文化實施理論的觀點而 言，S(KPL)S模式對STS職前教師培育具有下列成效：（一）有助促使職前教師社群對科學 教學形成「由社會現象或科學議題情境脈絡連結的知識與資訊中發展學習」的共同認知。 （二）使職前教師的教學行為偏向實驗與建構主義行為。（三）對職前教師的自我成長有 所裨益。此外，並提出五項可能遭遇之困難。
　　　　　From a sociocultural perspective, this study was conducted to investigate the effectiveness of preservice teacher preparation when using S(KPL)S model (S: Society; K: Knowledge; P: Psychology; L: Logic; S: Society) as scaffolding framework to develop STS teaching materials and to facilitate the planning of instruction. Participants, divided into four groups, were 27 preservice non-science majors enrolled in an one-semester science teaching methods course in a teachers college. Each group cooperatively designed and practiced a unit long teaching module. The four modules were modified after group discussion. Continuous discussion and practice involved the preservice teachers in negotiation. This approach contributed to the building of a culture among the preservice teachers, which serves as the foundation for changes in behavior and teaching beliefs. Both qualitative and quantitative research methods were used in this investigation. Assessment instruments included those modified from previous studies and those developed by the investigator. Data were collected from direct classroom observations and videotapes. These data were used to analyze teacher effectiveness. The study also gathered data on preservice teachers' self reports and classroom observations to evaluate the effectiveness of the program. Based on sociocultural theory, it was found that the S(KPL)S model had a significant positive impact. The results revealed that the S(KPL)S model for STS teacher education can : (1) help preservice teachers to teach science with a view that learning is developing within the context of real world events and issues which link with knowledge and information, (2) change preservice teachers' beliefs, from realism to experimentalism and constructivism. (3) promote self-development of preservice teachers. Five difficulties for using STS teaching were also discussed.
期刊論文
1.王澄霞、謝昭賢(19970600)。以教與學歷程檔案評量STS教師的專業能力及其成長。科學教育學刊，5(2)，137-165。new window  延伸查詢new window
2.Hodson, D.、Hodson, J.(1998)。From Constructivism to Social Constructivism: A Vygotskian Perspective on Teaching and Learning Science。School Science Review，79(289)，33-41。  new window
3.盧玉玲、連啟瑞(19970600)。STS教學模組開發模式之建立及其實際教學成效評估。科學教育學刊，5(2)，219-243。new window  延伸查詢new window
4.Osborne, M. D.(1998)。Teacher as knower and learner: Reflections on situated knowledge in science teaching。Journal of Research in Science Teaching，35(4)，427-439。  new window
圖書
1.顏月珠(1994)。無母數統計方法。無母數統計方法。臺北市：三民書局。  延伸查詢new window
2.Brooks, J. G.、Brooks, M. G.(1993)。In searching for understanding: The case for constructivist classrooms。Alexandria, VA：Association for Supervision and Curriculum Development。  new window
3.Tyler, R. W.(1969)。Basic principles of curriculum and instruction。Chicago, IL：The University of Chicago Press。  new window
4.Norris, Stephen P.、Ennis, Robert H.(1989)。Evaluating critical thinking。Midwest Publications。  new window
5.Vygotsky, Lev Semenovich、Cole, Michael、John-Steiner,‎ Vera、Scribner, Sylvia、Souberman, Ellen(1978)。Mind in Society: The Development of Higher Psychological Processes。Harvard University Press。  new window
其他
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2.杜秉祺(1993)。科學技術社會(STS)：物理教育的世界趨向。new window  延伸查詢new window
3.歐用生(1997)。教師如何面對教育改革。  延伸查詢new window
4.連啟瑞(1998)。國小學童自然科學興趣問題特性及其在教學上的應用。  延伸查詢new window
5.連啟瑞、盧玉玲(1998)。不同來源之科學、科技議題屬性研究。  延伸查詢new window
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7.盧玉玲、連啟瑞。國小科學教師教學成長過程的張力研究。  延伸查詢new window
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17.Hepburn, G.; Gaskell, P. J.(1998)。Teaching a new science and technology course: A sociocultural perspective。  new window
18.Howe, A. C.; Stanback, B.(1985)。ISCS in review。  new window
19.Klag, P.; Daugs, D.(1994)。STS as an organizing principle in elementary teacher preparation: Unified studies。  new window
20.Lutz, M.(1996)。The identification of science concepts in STS teaching that are really essential。  new window
21.McPeck, J. E.(1990)。Teaching Critical Thinking。  new window
22.Miller, J. P.(1986)。Atomism, pragmatism, holism。  new window
23.Moore, B. N.; Parker, R.(1994)。Critical thinking。  new window
24.Olstad, R. G.; Haury, D. L.(1984)。A Summary of Research in Science Education--1982。  new window
25.Rosenshine, B.; Meister, C.(1992)。The use of scaffolds for teaching high-level cognitive strategies。  new window
26.Russell, T. L.(1984)。Active teaching behaviors in secondary science teaching: Case study of a student teacher。  new window
27.Rye, J. A. et al.(1995)。A Science Technology Society (STS) critical issues course for general studies natural science credit: The evaluation of a pilot offering。  new window
28.Scheurman, G.(1995)。Constructivism, personal epistemology, and teacher education: toward a social-developmental model of adult reasoning。  new window
29.Simon, H. A.; Kaplan, C. A.(1989)。Thinking: An introduction。  new window
30.Spina, S. U.(1993)。Beyond gender differences: Traditional and alternative cognitive strategies。  new window
31.Stahl, N. N.; Stahl, R. J.(1991)。We can agree after all! Achieving consensus for a critical thinking component of a gifted program using the Delphi Technique。  new window
32.Staver, J. R.(1998)。Constructivism: Sound theory for explicating the practice of science and science teaching。  new window
33.Stinner, A.(1995)。Contextual settings, science stories, and large context problems: Toward a more humanistic science education。  new window
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35.Tobin, K.(1995)。Analytical and holistic approaches to research on teacher education。  new window
36.Van-Trommel, J. (Eds.)(1995)。Trends in science and technology education: Reviews and keynotes of the 7th ioste symposium. International Organization for Science and Technology Education, National Inst。  new window
37.Wang, C. H.(1994)。A model for teacher enhancement through instructional research in STS unit development。  new window
38.Wang, C. H.; Tsai, H. H.(1994)。A model for STS professional development through scaffolded strategies。  new window
39.Wang, C. H.(1996)。A curriculum framework for STS teacher preparation。  new window
40.Warries, E.(1986)。Implications of three recently completed the studies for teaching and teacher education in the Netherlands。  new window
41.Yager, R. E.(1990)。Instructional outcomes change with STS。  new window
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43.Yager, R. E.; Tamir, P.(1995)。The science technology society (STS) curriculum viewed through a state model。  new window
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