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題名：澳洲科學教育創新計畫
書刊名：教育資料與研究
作者：羅素‧泰德勒／劉怡昕
作者(外文)：Tytler, Russel／Liou, Iris Yi-shin
出版日期：2005
卷期：64
頁次：頁41-59
主題關鍵詞：科學教育；科學教學；教師專業發展；學校改善；教師認同；Science education；Science teaching and learning；Teacher professional development；School improvement；Teacher identity
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(1) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:1
  • 共同引用共同引用:0
  • 點閱點閱:80
科學教育創新計畫(School Innovation in Science，簡稱SIS)，是一項改進全校科學教學的模式，現在已經發展完全並且已經完成評估。這個模型架構可能達到有效的科學教學，而它的策略則可以讓學校保持適度的彈性，發展適合在地特性的做法，以何持學校在轉型過程當中的在地化和歸屬感。SIS已經證明可以成功地改善小學和中學的科學教育。各式各樣的證據，讓我們進一步瞭解轉型的本質和影響的程度。我們認為，轉型的本質是屬於文化性的，而且轉型的發生會在學校內各個不同的範圍領域內進行。因此，在轉型的過程當中，支持體系的運作，就必需有足夠的彈性和回應需求的能以及能夠顧及教師的專業學習和專業認同的考慮。
The School Innovation in Science (SIS) imitative has developed and evaluated a model to improve science teaching and learning across ad school system. The model involves a framework for describing effective teaching and learning, and a strategy that allows schools flexibility to develop their practice to suit local conditions and to maintain ownership of the change process. SIS has proved successful in improving science teaching and learning in primary and secondary schools. Evidence of variations in the nature and extent of the change is used to argue that the process is essentially cultural in nature, and that change occurs at different levels within a schools. Processes supporting change thus need to be flexible and responsive and take account of the nature of teacher professional learning and identity.
期刊論文
1.Bell, B.、Gilbert, J.(1994)。Teacher development as professional, personal and social development。Teaching and Teacher Education，10(5)，483-497。  new window
2.Fraser, B.、Treagust, D.(1986)。Validity and Use of an Instrument for Assessing Classroom Psychosocial Environment in Higher Education。Higher Education，15(1/2)，37-57。  new window
3.Goodson, I. F.、Cole, A. L.(1994)。Exploring the teacher's professional knowledge:Constructing identity and community。Teacher Education Quarterly，21(1)，85-105。  new window
4.Hoban, G.(1992)。Teaching and report writing in primary science:Case studies of an intervention program。Research in Science Education，22，194-203。  new window
5.Loughran, J.、Ingvarson, L.(1993)。Science teachers' views of professional development。Research in Science Education，23，174-182。  new window
6.Paige, K.(1994)。Factors perceived to have enabled 25 women to develop expertise to teach primary science。Research in Science Education，24，246-252。  new window
7.Penick, J.、Yager, J.(1983)。The search for excellence in Science Education。Phi Delta Kappan，64，621-623。  new window
8.Samuel, M.、Stephens, D.(2000)。Critical dialogues with self:Developing teacher identities and roles--a case study of South Africa。International Journal of Educational Research，33(5)，475-491。  new window
9.Tobin, K.、Fraser, B. J.(1988)。Investigations of exemplary practice in high school science and mathematics。Australian Journal of Education，32(1)，75-94。  new window
10.Treagust, D. F.(1991)。A case study of two exemplary biology teachers。Journal of Research in Science Teaching，28(4)，329-342。  new window
11.Tytler, R.、Nakos, S.(2003)。School Innovation in Science:Transformative initiatives in Victorian secondary schools。Australian Science Teachersr Journal，49(4)，18-27。  new window
12.Tytler, R.(2001)。Describing and supporting effective science teaching and learning in Australian schools--validation issues。Asia-Pacific Forum on Science Learning and Teaching。  new window
13.Tytler, R.(2003)。A window for a purpose: Developing a framework for describing effective science teaching and learning。Research in Science Education，30(3)，273-298。  new window
14.Tytler, R.、Waldrip, B.、Griffiths, M.(2004)。Windows into practice:Constructing effective science teaching and learning in a school change initiative。International Journal of Science Education，26(2)，171-194。  new window
15.Volkmann, M. J.、Anderson, M. A.(1998)。Creating professional identity:Dilemmas and metaphors of a first-year chemistry teacher。Science Education，82(3)，293-310。  new window
16.Webb, C.(1993)。Teacher perceptions of professional development needs and the implementation of the K-6 Science and Technology syllabus。Research in Science Education，23，327-336。  new window
17.Osborne, J.、Simon, S.、Collins, S.(2003)。Attitudes towards science: a review of the literature and its implications。International Journal of Science Education，25(9)，1049-1079。  new window
18.Coldron, J.、Smith, R.(1999)。Active location in teachers' construction of their professional identities。Journal of Curriculum Studies，31(6)，711-726。  new window
19.Shulman, Lee S.(1986)。Those Who Understand: Knowledge Growth in Teaching。Educational Researcher，15(2)，4-14。  new window
20.Beijaard, D.、Meijer, P. C.、Verloop, N.(2004)。Reconsidering research on teachers' professional identity。Teaching and Teacher Education，20(2)，107-128。  new window
會議論文
1.Tytler, R.(2002)。Effective science teaching and learning:a value position?。Conference on Values in Mathematics and Science Education，(會議日期: 2002/10/02-10/05)。Monash University。  new window
圖書
1.Baird, J. R.、Northfield, J. R.(1992)。Learning from the PEEL experience。Faculty of Education, Monash University。  new window
2.Carrick, J.(1989)。Report of the Committee of Review of New South Wales schools。New South Wales：New South Wales Government。  new window
3.Goodrum, D.、Hackling, M.、Rennie, L.(2001)。The status and quality of teaching and learning of science in Australian schools。Canberra,Australia：Department of Education,Training and Youth Affairs。  new window
4.Joyce, B.、Showers, B.(1995)。Student achievement through staff development:Fundamentals of school renewal。New York：Longman。  new window
5.Luke, A.、Elkins, J.、Weir, K.、Land, R.、Carrington, V.、Dole, S.、Pendergast, D.、Kapitzke, C.、van Kraayenoord, C.、Moni, K.、McIntosh, A.、Mayer, D.、Bahr, M.、Hunger, L.、Chadeboumd, R.、Bean, T.、Alverman, D.、Stevens, L.(2003)。Beyond the Middle:A report about literacy and numeracy development of target group students in the middle years of schooling。Queensland：Commonwealth Department of Education,Science and Training。  new window
6.Mishler, E. G.(1999)。Storylines:Draft artists’ narratives of identity。Cambridge,MA：Harvard University Press。  new window
7.Owen, J.、Johnson, H.、Clarke, D.、Lovitt, C.、Morony, W.(1987)。The mathematics curriculum and teaching program:Guidelines for consultants and curriculum teachers。Canberra：Curriculum Development Unit。  new window
8.Hall, G. E.、Hord, S. M.(2001)。Implementing change: Patterns, principles, and potholes。Boston：Pearson。  new window
9.Hargreaves, A.(1994)。Changing teachers, changing times: Teachers' work and culture in the postmodern age。Teachers College Press：Cassell。  new window
圖書論文
1.Beeth, M.、Duit, R.、Prenzel, M.、Ostermeier, C.、Tytler, R.、Wickman, P. O.(2002)。Quality Development Projects in Science Education。Science Education research in the knowledge based society。Dordrecht,The Netherlands：Kluwer Academic Publishers。  new window
2.Gee, J.、Crawford, V.(1998)。Two kinds of teenagers: Language, identity ,and social class。Reconceptualizing the literacies in adolescents' loves。Mahwah,NJ：Erlbaum。  new window
3.Hill, P. W.、Crevola, C. A. M.(1999)。The role of standards in educational reform for the 21st Century。Preparing Our Schools for the 21st Century。Alexandria, VA：Association for Supervision and Curriculum Development。  new window
4.Murphy, P.、Davidson, M.、Qualter, A.、Simon, S.、Watt, D.(2001)。Effective practice in Primary Science。Report of an exploratory study funded by the Nuffield Curriculum Projects Centre。London：Nuffield Foundation。  new window
5.Reynolds, C.(1996)。Cultural scripts for teachers:Identities and their relation to workplace landscapes。Changing research and practice:Teachers' professionalism, identities, and knowledge。The Falmer Press。  new window
6.Cooper, Karyn、Olson, Margaret R.(1996)。The multiple 'I's' of teacher identity。Changing research and practice: Teachers' professionalism, identities and knowledge。Falmer Press。  new window
 
 
 
 
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