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題名：國中科學教師的學科教學知識與科學教學導向之探討
書刊名：科學教育學刊
作者：張世忠 引用關係／蔡孟芳 引用關係／陳鶴元
作者(外文)：Jang, Shy-jong／Tsai, Meng-fang／Chen, Ho-yuan
出版日期：2012
卷期：20:5
頁次：頁413-433
主題關鍵詞：國中教師知覺；科學教學導向；專業發展；學科教學知識；Middle teachers' perception；Orientations to science teaching；Professional development；Pedagogical content knowledge
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(10) 博士論文(3) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:9
  • 共同引用共同引用:24
  • 點閱點閱:91
科學教師的學科教學知識(PCK)發展被熱烈討論與研究，它是教師知識的核心，也是有效教學的基礎。本研究的目的是根據Magnusson, Krajcik與Borko (1999)發展的PCK模式，設計一套有效評量PCK的工具來評估目前臺灣現職國中科學老師的PCK樣貌，以及檢驗教師的科學教學導向和PCK組成因素之間的關聯。結果發現科學教師的最高平均值是科學課程知識，最低值為評量與科學素養知識。在性別上，只有在科學課程知識有顯著的差異，男性教師認為他們在科學課程知識是明顯的高於女性教師。依教學經驗不同，所得三個因素科學課程知識、學生理解科學知識、和評量與科學素養知識及PCK整體在統計上有顯著差異。而目前科學教師使用最頻繁的教學導向是講述方式，而講述式受試教師群當中，在教學策略知識和科學教學導向之間有統計上顯著性相關，然而其相關性為弱的並且是負相關；研究亦發現評量與科學素養知識和活動導向式教學有顯著相關性；本研究的發現與建議可作為未來在職教師發展科學教師之PCK與教學導向的參考。
Science teachers’ Pedagogical Content Knowledge (PCK) has gathered great importance in recent years. PCK is the core of teacher knowledge and the base of effective teaching. Following the model of Magnusson, Krajcik, and Borko (1999), an instrument was developed with satisfactory content and construct validity in this study. The purpose of this study was to examine the relationship exists between all orientations to science teaching and PCK components, and explore whether the PCK of middle science teachers differ significantly according gender, and teaching experience in Taiwan. We found the highest mean score regarding PCK of science teachers is the Knowledge of Science Curricula (KSC), whereas, the lowest mean score is the Knowledge of Assessment of Scientific Literacy (KASL). The results indicated that KSC was found to be significantly different by gender, and science teachers’ overall PCK and three components (i.e., KSC, KSUS and KASL) were significantly different according to teaching experiences. On the other hand, the didactic orientation was the most commonly used method of science teaching in Taiwanese middle schools. According to the Pearson correlation analysis, it was found the didactic orientation was negatively related to KIS. We also found KASL was significantly correlated to activity-driven orientation. Research implications of this study are provided along with suggestions for future research.
期刊論文
1.Park, S.、Oliver, J. S.(2008)。Revisiting the conceptualization of pedagogical content knowledge: PCK as a conceptual tool to understand teachers as professionals。Research in Science Education，38(3)，261-284。  new window
2.Davis, E. A.(2003)。Knowledge integration in science teaching: Analysing teachers' knowledge development。Research in Science Education，34(1)，21-53。  new window
3.Jang, S. J.(2011)。Assessing college students' perceptions of a case teacher's pedagogical content knowledge using a newly developed instrument。Higher Education，61(6)，663-678。  new window
4.Hashweh, M. Z.(2005)。Teacher Pedagogical Constructions: A Reconfiguration of Pedagogical Content Knowledge。Teacher and Teaching: Theory and Practice，11(3)，273-292。  new window
5.簡頌沛、吳心楷(20100300)。探討教學歷程中信念、知識與實務的相互影響--一位高中實習教師的個案研究。科學教育研究與發展季刊，56，75-104。  延伸查詢new window
6.Schwarz, C. V.、Gwekwerere, Y. N.(2007)。Using a guided inquiry and modeling instructional framework (EIMA) to support preservice K-8 science teaching。Science Education，91(1)，158-186。  new window
7.張世忠、羅慧英(20090200)。協同教學對國中學生所知覺的科學教師PCK之影響。科學教育學刊，17(1)，49-68。new window  延伸查詢new window
8.段曉林、王國華、張惠博(19980600)。學生對教師之學科教學知覺問卷之發展。科學教育學刊，6(2)，129-147。new window  延伸查詢new window
9.Tamir, Pinchas(1988)。Subject matter and related pedagogical knowledge in teacher education。Teaching and Teacher Education，4(2)，99-110。  new window
10.Van Driel, J. H.、Verloop, N.、Vos, W. D.(1998)。Developing science teachers' pedagogical content knowledge。Journal of Research in Science Teaching，35(6)，673-695。  new window
11.Shulman, Lee S.(1986)。Those Who Understand: Knowledge Growth in Teaching。Educational Researcher，15(2)，4-14。  new window
12.Shulman, Lee S.(1987)。Knowledge and Teaching: Foundations of the New Reform。Harvard Educational Review，57(1)，1-23。  new window
13.連思漢、熊召弟(2010)。師資培育機構及小學現場對職前教師科學學科教學知識發展之影響研究。科學教育研究與發展季刊，57，21-54。  延伸查詢new window
14.Avraamidou, L.、Zembal-Saul, C.(200511)。Giving priority to evidence in science teaching: A first-year elementary teacher’s specialized practices and knowledge。Science Education，42(9)，965-986。  new window
15.Cohen, R.、Yarden, A.(200901)。Experienced junior-high-school teachers’ PCK in light of a curriculum change: “The cell is to be studied longitudinally”。Science Education，39(1)，131-155。  new window
16.De Jong, O.、Van Driel, J. H.、Verloop, N.(2005)。Preservice teachers’ pedagogical content knowledge of using particle models in teaching chemistry。Science Teaching，42(8)，947-964。  new window
17.Friedrichsen, P. J.、Abell, S. K.、Pareja, E. M.、Brown, P. L.、Lankford, D. M.、Volkmann, M. J(2009)。Does teaching experience matter? Examining biology teachers’ prior knowledge for teaching in an alternative certification program。Science Teaching，46(4)，357-383。  new window
18.Friedrichsen, P. M.、Dana, T. M.(2005)。Substantive-level theory of highly regarded secondary biology teachers’ science teaching orientations。Science Teaching，42(2)，218-244。  new window
19.Friedrichsen, P.、Van Driel, J. H.、Abell, S. K.(2011)。Taking a closer look at science teaching orientations。Science Teaching，95(2)，358-376。  new window
20.Hanuscin, D. L.、Lee, M. H.、Akerson, V. L.(2011)。Elementary teachers’ pedagogical content knowledge for teaching the nature of science。Science Education，95(1)，145-167。  new window
21.Henze, I.、Van Driel, J. H.、Verloop, N.(2008)。Development of experienced science teachers’ pedagogical content knowledge of models of the solar system and the universe。Science Education，30(10)，1321-1342。  new window
22.Jang, S. J.(2006)。The effects of incorporating web-assisted learning with team teaching in seventh-grade science classes。Science Education，28(6)，615-632。  new window
23.Jang, S. J.、Chen, K. C.(2010)。From PCK to TPACK: Developing a transformative model for pre-service science teachers。Science Education and Technology，19(6)，553-564。  new window
24.Lee, E.、Luft, J. A.(2008)。Experienced secondary science teachers’ representation of pedagogical content knowledge。Science Education，30(10)，1343-1363。  new window
25.Loughran, J.、Mulhall, P.、Berry, A.(2004)。In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice。Science Teaching，41(4)，370-391。  new window
26.Loughran, J.、Mulhall, P.、Berry, A.(2008)。Exploring pedagogical content knowledge in science teacher education。Science Education，30(10)，1301-1320。  new window
27.Nilsson, P.(2008)。Teaching for understanding: The complex nature of pedagogical content knowledge in pre-service education。Science Education，30(10)，1281-1299。  new window
28.Shulman, L. S.(2001)。Developing preservice teachers’ pedagogical content knowledge of slope。The Journal of Mathematical Behavior，20(2)，207-227。  new window
29.Van Dijk, E. M.、Kattmann, U.(1998)。A research model for the study of science teachers’ PCK and improving teacher education。Teaching and Teacher Education，23(6)，885-897。  new window
30.Van Driel, J. H.、De Jong, O.、Verloop, N.(2002)。The development of preservice chemistry teachers’ pedagogical content knowledge。Science Education，86(4)，572-590。  new window
31.Volkmann, M. J.、Abell, S. K.、Zgagacz, M.(2005)。The challenges of teaching physics to preservice elementary teachers: Orientations of the professor, teaching assistant, and students。Science Education，89(5)，847-869。  new window
32.Volkmann, M. J.、Zgagacz, M.(2004)。Learning to teach physics through inquiry: The lived experience of a graduate teaching assistant。Science Teaching，41(6)，584-602。  new window
會議論文
1.Brown, P.、Friedrichsen, P.、Abell, S.(200904)。Teachers’ knowledge of learners and instructional sequencing in an alternative certification program。The annual meeting of the American Educational Research Association。CA：San Diego。  new window
學位論文
1.林美淑(2005)。國中自然科教師學科教學知識成長之行動研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
2.Friedrichsen, P. J.(2002)。A substantivelevel theory of highly-regarded secondary biology teachers’ science teaching orientations(博士論文)。The Pennsylvania State University。  new window
圖書
1.Gorsuch, R. L.(1983)。Factor analvsis。Hillsdale, NJ：Lawrence Erlbaum。  new window
2.Grossman, Pamela L.(1990)。The making of a teacher: Teacher knowledge and teacher education。Teachers College Press。  new window
3.Jang, S. J.(2009)。PCK and teaching innovations。New York：Nova Science。  new window
圖書論文
1.Gess-Newsome, J.(1999)。Pedagogical content knowledge: An introduction and orientation。Examining pedagogical content knowledge: The construct and its implications for science education。Kluwer。  new window
2.Magnusson, S.、Krajcik, J.、Borko, H.(1999)。Nature, sources, and development of pedagogical content knowledge for science teaching。Examining pedagogical content knowledge: The construct and its implications for science education。Kluwer Academic。  new window
3.Carlsen, W. S.(1999)。Domains of teacher knowledge。Examining pedagogical content knowledge。Dordrecht, The Netherlands：Kluwer Academic。  new window
 
 
 
 
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