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題名：試行AA Vee圖融入三階段探究教學模式對科學教師專業成長之影響
書刊名：師資培育與教師專業發展期刊
作者：蔡明致／林莞如／葉辰楨／張文華／王國華 引用關係
作者(外文)：Tsai, Ming-chih／Lin, Wan-ju／Yeh, Chen-jane／Chang, Wen-hua／Wang, Kuo-hua
出版日期：2011
卷期：4:1
頁次：頁87-116
主題關鍵詞：AA Vee圖；行動研究；科學教師專業成長；探究教學模式；AA Vee map；Action research；Professional development of science teachers；Inquiry-based instruction model
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(2) 博士論文(0) 專書(0) 專書論文(0)
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  • 共同引用共同引用:70
  • 點閱點閱:102
本研究採用行動研究的方式，試行以AA Vee圖的策略融入三階段探究教學模式，引導國一學生進行探究活動，並呈現此過程對教師專業成長之影響。參與者爲教師研究者及任教班級之37名國一學生。本研究試行將AA Vee圖融入「結構式探究學習活動」、「科展文獻探究學習活動」、以及「引導式探究學習活動」的三階段探究教學模式，而在教學模式的設計、實施、修正過程中，教師研究者更藉由「行動中的反省」，獲得個人在科學探究教學上的體會與成長。本研究資料蒐集與分析以課室觀察、學生晤談、反省日誌等質性資料爲主。研究結果顯示以AA Vee圖的策略融入三階段的探究教學模式，有助於逐步培養學生的科學探究能力；進行探究的歷程及開放程度，宜配合學生的背景知識及能力進行微調；經過行動與反思，教師研究者對科學探究教學的精神有更深入的體會、更加理解學生進行探究的能力和可能遭遇的困難、並因熟悉此探究教學模式且深入參與學生的活動，更能掌握進行探究教學的策略。基於以上結果，本研究建議，運用此種階段性實施方式，能引導嘗試運用探究教學的科學教師，協助其逐步建立探究教學的實務知識，促進教師專業成長。
By means of action research, the research tried to integrate the AA Vee map into the three-staged instruction model of scientific inquiry to guide the inquiry activities for junior high school students, and to enhance the professional development of the teacher. The participants are the teacher researcher and 37 students in his class. The three-staged instruction model of scientific inquiry were ”activities of structural inquiry”, ”activities of exploration of literatures of science fairs”, and ”activities of guided inquiry learning”. As to the designation, practice, and modification of the instructional model, the researcher analyzed his personal understanding and growth in scientific inquiry teaching through ”reflection in action”. Data collected in this research are basically qualitative data like observations in classroom, interviews with students, journals on teacher's reflections, etc. The results from constant comparison among various data sources showed that this instruction model, integrated with AA Vee map, can gradually develop students' scientific inquiry abilities, though the inquiry process and openness should be adjusted in accordance with students' competences. Through actions and reflections, the teacher researcher furthered his realization on the essence of scientific inquiry teaching and comprehension on students' abilities for inquiry and possible difficulties. The teacher researcher thus became more familiar with this instruction model, further participated into student's activities, and had better command over the strategies of inquiry teaching. It is also suggested that, with this staged practice, science teachers can be guided to try to employ inquiry teaching and gradually establish their practical knowledge on inquiry teaching.
期刊論文
1.吳宏達、陳淑華(20050800)。使用V圖提升學生科展設計能力初探。中等教育，56(4)，148-156。new window  延伸查詢new window
2.曾秋華(20021200)。利用建構式教學於國小自然科操作實驗之行動研究--以「電磁鐵與電動機」為例。科學教育研究與發展季刊，29，17-32。  延伸查詢new window
3.陳榮祥、江新合(20061200)。V圖式科學探究指導模式之開發與測試。臺中教育大學學報. 數理科技類，20(2)，69-98。new window  延伸查詢new window
4.Ahlberg, M.、Ahoranta, V.(2002)。Two improved educational theory based tools to monitor and promote quality of geographical education and learning。International Research in Geographical and Environmental Education，11(2)，119-137。  new window
5.Ball, D. L.(2000)。Bridging practices: Intertwining content and pedagogy in teaching and learning to teach。Journal of Teacher Education，51(3)，241-247。  new window
6.Barnett, J.、Hodson, D.(2001)。Pedagical context knowledge: Toward a flxller un¬derstanding of what good science teachers know.。Science Education，85，426-453。  new window
7.Carillo, L.、Lee, C.、Rickey, D.(2005)。ENHANCING Science Teaching by doing MORE: A framework to guide chemistry students' thinking in the laboratory。The Science Teacher，72(7)，60-64。  new window
8.Duggan, S.、Gott, R.(1995)。The place of investigations in practical work in the UK National Curriculum for Science。International Journal of Science Education，77(2)，137-147。  new window
9.Millar, R.、Lubben, F.、Gott, R.、Duggan, S.(1994)。Investigating in the school science laboratory: Conceptual and procedural knowledge and their influence on performance。Research Papers in Education，9(2)，207-248。  new window
10.Herron, M. D.(1971)。The Nature of Science Enquiry。School Review，79(2)，171-212。  new window
11.Looi, C. K.(1998)。Interactive learning environments for promoting inquiry learning。Journal of Educational Technology Systems，27(1)，3-22。  new window
12.Tamir, P.(1989)。Training teachers to teach effectively in the laboratory。Science Education，73，59-69。  new window
13.Van Driel, J. H.、Beijaard, D.、Verloop, N.(2001)。Professional development and reform in science education: The role of teachers' practical knowledge。Journal of Research in Science Teaching，38(2)，137-158。  new window
14.周崇儒(20001000)。促進教師專業成長策略之分析。中等教育，51(5)，74-84。new window  延伸查詢new window
15.Windschitl, M.(2003)。Inquiry projects in science teacher education: What can investigative experiences reveal about teacher thinking and eventual classroom practice?。Science Education，87(1)，112-143。  new window
16.Kagan, D. M.(1992)。Professional growth among preservice and beginning teachers。Review of Educational Research，62(2)，129-169。  new window
17.Jonassen, D. H.(1997)。Instructional Design Models for Well-structured and Ill-structured Problem-solving Learning Outcomes。Educational Technology Research & Development，45(1)，65-94。  new window
18.Shulman, Lee S.(1987)。Knowledge and Teaching: Foundations of the New Reform。Harvard Educational Review，57(1)，1-23。  new window
19.魯俊賢、吳毓瑩(20070400)。過程技能之二階段實作評量：規劃、實踐與效益探究。科學教育學刊，15(2)，215-239。new window  延伸查詢new window
20.張俊彥、翁玉華(20000300)。我國高一學生的問題解決能力與其科學過程技能之相關性研究。科學教育學刊，8(1)，35-55。new window  延伸查詢new window
21.陳慧娟(19981100)。情境學習理論的理想與現實。教育資料與研究，25，47-55。new window  延伸查詢new window
會議論文
1.蔡明致、張文華、白榮銓(2001)。設計模組化科學探究歷程之行動研究。中華民國第十七屆科學教育學術研討會。高雄：高雄師大。  延伸查詢new window
研究報告
1.蔡明致、張文華(2003)。發展中小學合作進行開放科學探究模組之行動研究。台北市：教育部。  延伸查詢new window
學位論文
1.林淑靜(2006)。國中自然與生活科技領域實施開放式探究教學之研究--以「磁與電流」單元為例(碩士論文)。國立彰化師範大學。  延伸查詢new window
2.高玉齡(2006)。以「乾冰」為主題教學模組融入自然與生活科技領域教學之研究(碩士論文)。高雄師範大學。  延伸查詢new window
3.鄭麗華(2002)。以探究式實驗活動提升國二學生參與實驗活動及過程技能之行動研究(碩士論文)。彰化師範大學，彰化縣。  延伸查詢new window
4.侯香伶(2002)。科學探究活動中的科學本質面貌對國一生科學本質觀之影響(碩士論文)。國立彰化師範大學，彰化。  延伸查詢new window
圖書
1.Reiff, R.(2002)。If inquiry is so great, why isn’t everyone doing it?。Charlotte, NC：Association for Education of Teachers in Science。  new window
2.鍾聖校(2002)。自然與科技課程教材教法。臺北：五南。  延伸查詢new window
3.Schön, Donald A.、夏林清、鄭村棋(2004)。反映的實踐者：專業工作者如何在行動中思考。台北：遠流。  延伸查詢new window
4.Mintzes, J. J.、Wandersee, J. H.、Novak, J. D.、黃臺珠、熊召弟、王美芬、佘曉清、靳知勤、段曉林、熊同鑫(2002)。促進理解之科學教學：人本建構取向觀點。臺北：心理出版社。  延伸查詢new window
5.Duffy, T. M.、Lowyck, J.、Jonassen, D. H.(1993)。Designing environment for constructive learning。Springer-Verlag。  new window
6.Roth, W. M.(1995)。Authentic school science, knowing and learning in open-inquiry science laboratories。Dordrecht：Kluwer Academic Publishers。  new window
7.National Research Council(1996)。National Science Education Standards。Washington, DC：National Academy Press。  new window
8.National Research Council(2000)。Inquiry and the National Science Education Standards。Washington, DC：National Academy Press。  new window
9.Grossman, Pamela L.(1990)。The making of a teacher: Teacher knowledge and teacher education。Teachers College Press。  new window
10.陳美玉(1999)。教師專業學習與發展。臺北市：師大書苑。  延伸查詢new window
11.Novak, Joseph D.、Gowin, D. Bob(1984)。Learning How to Learn。Cambridge University Press。  new window
圖書論文
1.蔡明致(2002)。發展輔導模組協助國中生進行小組科學探究之行動研究。臺中市九十一學年度教師行動研究論文徵選論文集。臺中市：國教輔導團。  延伸查詢new window
2.Mintzes, J. J.、Novak, J. D.(1999)。Assessing science understanding: The epistemological vee diagram。Assessing science understanding: A human constructivist view。San Diego：Elsevir Academic Press。  new window
3.Magnusson, S., Krajcik, J.,、Borko, H.、J. Gess-Newsome and N. G. Lederman(1999)。Nature, sources, and development of pedagogical content knowledge for science.。Examining pedagogical content knowledge。Dordrecht, Netherlands：Kluwer。  new window
4.Brown, J. S.、Collins, A.、Duguid, P.(1996)。Situated cognition and culture of learning。Situated learning perspectives。NJ：Educational Technology Publication, Inc。  new window
5.Schwab, J. J.(1962)。The teaching of science as inquiry。The Teaching of Science。Cambridge, MA：Harvard University Press。  new window
6.Tobin, K.、Tippins, D. J.、Gallard, A. J.(1994)。Research on instructional strategies for teaching science。Handbook of research on science teaching and learning。New York：Macmillan。  new window
 
 
 
 
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