利用結構式引導反思工具探討在職科學教師之專業成長__臺灣人文及社會科學引文索引資料庫

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題名：	利用結構式引導反思工具探討在職科學教師之專業成長
書刊名：	教育實踐與研究
作者：	黃琴扉／劉嘉茹
作者(外文)：	Huang, Chin-fei／Liu, Chia-ju
出版日期：	2012
卷期：	25:2
頁次：	頁163-193
主題關鍵詞：	反思；科學教師；教學資源-策略表；Reflection；Resource folios；Science teacher
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(2) 博士論文(0) 專書(0) 專書論文(0) 排除自我引用:2 共同引用:43 點閱:119

本研究旨在透過結構式引導反思工具，探討科學教師之專業成長，個案教師為台南某國中自然科教師，教學年資為六年，該教師具備反思之潛能，且對修正教學策略以提升專業發展具高度認同，適合為本研究之個案教師。個案教師需於教學前撰寫「教學資源 -策略表」（Resource Folios），以本身的先備知識與教學經驗，預測教學中可能發生的情況，並據此設計教學策略；實務教學後，教師據教學實況與自身預測進行整合反思，經過經驗、知識與實務的統整獲得專業成長。本研究蒐集「教學資源 -策略表」、課室觀察、錄影、學生回饋單與晤談之轉錄文字檔等資料進行分析。研究發現如下： (1) 個案教師的初始教學觀點與策略主要包含兩項，第一是認為教師的角色為學習促進者，而促進學生學習的首要任務是提升學習動機，但是其教學策略無法有效反應教學觀點，第二是採用頻繁的考試為固定教學策略，但由於缺乏完善的概念檢討，使考試流於形式；(2) 個案教師運用結構式引導反思工具，強化教學預測與教學實務衝突之感受，促進個案教師聚焦反思，並經由背景知識、經驗與教學實務之整合，促進教學觀點與策略的轉變，獲得專業成長。

以文找文

The aim of this study was to investigate the professional development of a science teacher through structured reflection. The participant in this case study is a junior high school science teacher who has taught science for 6 years. Before teaching, the participant needed to write the resource folios and to design teaching strategies; after teaching, the participant reflected the teaching practice by comparing the design of teaching strategies with resource folios. Data collection includes resource folios, classroom observations, students’ feedback, and interviews. The results show: (1) The science teacher had two viewpoints of teaching. The first point of view is to identify the role of teachers as learning promoter and students’ learning motivation needs to be promoted. However, the strategies employed during teaching practice did not reflect his viewpoints of teaching. The second viewpoint is to use frequent testing as the main teaching strategy, however without thorough discussion of important concepts, students fail to learn from the tests; (2) by using structural reflection instrument the science teacher in this case study could focus on the reflection of the conflicted views of teaching and teaching practice, and this reflection can improve professional development. Some suggestions are discussed in this study.

以文找文

期刊論文
1.	Moss, P. A.(1994)。Can there be validity without reliability?。Educational Researcher，23(2)，5-12。
2.	簡梅瑩(20071200)。運用反思於國小文化教學之探討與教師專業發展。屏東教育大學學報. 教育類，29，67-88。延伸查詢
3.	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。Journal of Research in Science Teaching，46(4)，357-383。
4.	熊同鑫、王振興(19990300)。行動、反思與成長：一位自然科教師的自我教學研究。科學教育學刊，7(1)，17-34。延伸查詢
5.	Zembal-Saul, C.、Munford, D.、Crawford, B.、Friendrichsen, P.、Land, S.(2002)。Scaffolding preservice science teachers' evidence-based arguments during an investigation of natural selection。Research in Science Education，32(4)，437-463。
6.	Solsona, N.、Izquierdo, M.、de Jong, O.(2003)。Exploring the development of students' conceptual profiles of chemical change。International Journal of Science Education，25(1)，3-12。
7.	林曉雯、陳佩君(2005)。科學教學評量的反思與實踐：教師行動研究。科學教育學刊，13(1)，1-27。延伸查詢
8.	王玉品、徐偉民(20090600)。一位國小教師面對數學教學改革的抗拒和改變。科學教育學刊，17(3)，233-253。延伸查詢
9.	Melville, W.、Fazio, X.、Bartley, A.、Jones, D.(2008)。Experience and reflection: Preservice science teachers' capacity for teaching inquiry。Journal of Science Teacher Education，19(5)，477-494。
10.	Pugh, K. J.、Linnenbrink-Garcia, L.、Koskey, K. L. K.、Stewart, V. C.、Manzey, C.(2010)。Motivation, learning, and transformative experience: a study of deep engagement in science。Science Education，94(1)，1-28。
11.	Tsai, Chin-Chung(2002)。Nested epistemologies: Science teachers' beliefs of teaching, learning and science。International Journal of Science Education，24(8)，771-783。
12.	李暉、郭重吉、段曉林(19940500)。國中理化教師試行建構主義教學之個案研究。科學教育，5，27-51。延伸查詢
13.	曾崇賢、段曉林、靳知勤(20110400)。探究教學的專業成長歷程--以十位國中科學教師的觀點為例。科學教育學刊，19(2)，143-168。延伸查詢
14.	Shulman, Lee S.(1987)。Knowledge and Teaching: Foundations of the New Reform。Harvard Educational Review，57(1)，1-23。

會議論文
1.	Loughran, J.、Gunstone, R.、Berry, A.、Milroy, P.、Mulhall, P.(2000)。Science cases in Action: Developing an understanding of science teachers' pedagogical content knowledge。The annual meeting of the National Association for Research in Science Teaching。New Orleans, LA。

圖書
1.	Loughran, J.、Berry, A.、Mulhall, P.(2006)。Understanding and developing science teachers pedagogical content knowledge。Rotterdam：Sense Publishers。
2.	Good, T. L.、Brophy, J. E.(1986)。Educational psychology。New York：Longman。
3.	鈕文英(2006)。教育研究方法與論文寫作。台北：雙葉。延伸查詢

其他
1.	吳淑芬、詹耀宗(2008)。對不確定的容忍：高中化學實習教師的專業成長。延伸查詢
2.	黃琴扉、劉嘉茹(2010)。經由教學實務的反思探討科學實習教師教學觀點的轉變。延伸查詢
3.	Aviva, K., & Nurit, B.-Y.(2011)。Professional development of science teachers as a reflection of large-scale assessment。
4.	Barlia, L., & Beeth, M. E.(1999)。High school students' motivation to engage in conceptual change learning in science。
5.	Bartholomew, H., Osborne, J., & Ratcliffe, M.(2004)。Teaching students "ideas-about-science": Five dimensions of effective。
6.	Briscoe, C., & Wells, E.(2002)。Reforming primary science assessment practices: A case study of one teacher's professional development through action research。
7.	Chetcuti, D., Buhagiar, M. A., & Cardona, A.(2011)。The professional development portfolio: Learning through reflection in the first year of teaching。
8.	De Jong, O.(2005)。Research and teaching practice in chemical education: Living apart or together。
9.	Dexter, S. L., Anderson, R. E., & Becher, H. J.(1999)。Teachers' view of computers as catalysts for changes in their teaching practice。
10.	Falk, A.(2012)。Teachers learning from professional development in elementary science: Reciprocal relations between formative assessment and pedagogical content knowledge。
11.	Gainsburg, J.(2008)。Real-world connections in secondary math teaching。
12.	Jacobs, J., Assaf, L. C., & Lee, K. S.(2011)。Professional development for teacher educators: conflicts between critical reflection and instructional-based strategies。
13.	Loughran, J.(2003)。In search of meaning in teaching about teaching: Self-study of teacher education practices。
14.	Lumpe, A. T.(2007)。Research-based professional development: Teachers engaged in professional learning communities。
15.	MacDonald, L., & Sherman, A.(2007)。Preservice teachers' experience with a science education module。
16.	Mamlok-Naaman, R.(2011)。How can we motivate high school students to study science?。
17.	Palmer, D.(2005)。A motivational view of constructivist-informed teaching。
18.	Park, S., Lee, S. -Y., Oliver, J. S., & Cramond, B.(2006)。Changes in Korean science teachers' perceptions of creativity and science teaching after participating in an overseas professional development program。
19.	Pugh, K. J., & Girod, M.(2007)。Science, art, and experience: Constructing a science pedagogy from Dewey's aesthetics。
20.	Reyes, M. L.(2011)。Domain specificity of motivation and learning strategies: Filipino Science High School students' profiles in science and social studies。
21.	Saçkes, M., Trundle, K. C., Bell, R. L., & O'Connell, A. A.(2011)。The influence of early science experience in kindergarten on children's immediate and later science achievement: Evidence from the early childhood longitudinal study。
22.	Sadler, T. D.(2006)。"I won't last three weeks": Preservice science teachers reflect on their student-teaching experiences。
23.	Schroeder, S., Richter, T., McElvany, N., Hachfeld, A., Baumert, J., Schnotz, W., Horz, H., & Ullrich, M.(2011)。Teachers' beliefs, instructional behaviors, and students' engagement in learning from texts with instructional pictures。
24.	Waheed, H., Salami, A. B., Ali, D. O., & Dahlan, ARbin A.(2011)。Collaborative web-based teacher professional development system: A new direction for teacher professional development in Malaysia。

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