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引文資料
題名:
一位高中物理教師對於探究取向科學演示的詮釋以及其實施的影響因素之研究
書刊名:
科學教育學刊
作者:
林淑梤
/
張惠博
/
段曉林
/
姜志忠
/
楊巽斐
作者(外文):
Lin, Shu-fen
/
Chang, Huey-por
/
Tuan, Hsiao-lin
/
Chiang, Chih-chang
/
Yang, Hsun-fei
出版日期:
2006
卷期:
14:6
頁次:
頁615-635
主題關鍵詞:
高中物理教學
;
科學演示
;
計畫行為理論
;
實務知識
;
High school physics teaching
;
Demonstration
;
Theory of planned behavior
;
Practical knowledge
原始連結:
連回原系統網址
相關次數:
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:0
共同引用:
22
點閱:19
本研究旨在探討一位具有建構取向教學經驗的高中物理教師,呈現他對於科學演示的觀點與慣有的教學模式,接著探討他對科學演示的詮釋,以及學生在轉動概念上的學習成效,最後探討影響個案教師實施探究取向演示活動之因素。本研究利用詮釋性研究法探討個案教師對科學演示的想法與作法。資料收集包括:課室觀察、教師和學生晤談,並輔以錄影和錄音,以及學生的概念歷程工作單與後測資料。此外,由三位研究者共同參與課室觀察的比較與分析,利用持續比對法獲致主張。然後,再將分析所得的資料與計畫行為理論進行比較分析,俾了解教師的信念與行動之間的關連。最後,針對演示班級和非演示班級學生後測的結果進行統計分析,以呈現教師演示教學成效與學生概念學習的成果。研究發現個案教師認為演示可呈現具體現象,具有表徵科學概念的範例功能,藉此引發學生產生關鍵概念。然而,個案教師對演示功能的觀點與迂迴提問的習慣,阻礙了他探究演示現象與概念之間的關連性。科學演示以範例形式呈現,雖可增加學生參與度,但未能有效提升學生概念的理解。科學演示與課程設計的密切性、學生的參與度、以及教師累積科學演示實務知識的機會均是影響個案教師實施成效的因素。
以文找文
This study investigated how a high school physics teacher with constructivist teaching approach to interpret inquiry-oriented demonstration. First, we recognized the teacher’s perspective on demonstration and his routine teaching. We then investigated his interpretation on demonstration, and learning outcome of students about rotational concepts. Finally, we investigated the factors whether the teacher would implement inquiry-oriented demonstration. Interpretive study design was used, and data collection included classroom observation, interview with the teacher and students, pretest and posttest. Constant comparison method was used to analyze data from multiple resources. Moreover, we compared the data and theory of planned behavior to understand the relationship between the teacher’s belief and action. Students’ learning outcomes was represented by the analysis of protest scores between demo class and non-demo class. There are two functions about demonstration perceived by the teacher such as presenting phenomena and representing science concepts to induce student’s key concepts. However, his perspectives about demonstration and routine teaching of circuitous questioning would hinder him guiding students to explore the relationship between demonstration and concepts. Because the teacher’s perspectives about demonstration differed from the researcher’s, the teacher’s interpretation of inquiry-oriented demonstration differed from the original design of activities. Demonstration as example can improve students’ involvement, but it cannot promote students’ understanding effectively about concepts. The connection between the appropriate curriculum and demonstration, students’ involvement, and teachers’ practical knowledge about demonstration were the factors to affect teachers’ success on demonstration.
以文找文
期刊論文
1.
Bryan, Lynn A.(2003)。Nestedness of Beliefs: Examining a Prospective Elementary Teacher's Belief System about Science Teaching and Learning。Journal of Research in Science Teaching,40(9),835-868。
2.
Zint, M.(2002)。Comparing three attitude-behavior theories for predicting science teachers' intentions。Journal of Research in Science Teaching,39(9),819-844。
3.
Sokoloff, D. R.、Thornton, R. K.(1997)。Using interactive lecture demonstrations to create an active learning environment。The Physics Teacher,35(6),340-347。
4.
Shepardson, D. P.、Moje, E. B.、Kennard-McClelland, A. M.(1994)。The impact of a science demonstration on children's understandings of air pressure。Journal of Research in Science Teaching,31(3),243-258。
5.
Patterson, R. R.(2001)。Using the theory of planned behavior as a framework for evaluation of a professional development workshop。Microbiology Education,2(1),34-41。
6.
Osborne, R. J.、Bell, B. F.、Gilbert, J. K.(1983)。Science Teaching and Children's Views of the World。European Journal of Science Education,5(1),1-14。
7.
Roth, W. M.、McRobbie, C. J.、Lucas, K. B.、Boutonne, S.(1997)。Why may students fail to learn from demonstrations? A social practice perspective on learning in physics。Journal of Research in Science Teaching,34(5),509-533。
8.
Haney, J. J.、McArthur, J.(2002)。Four case studies of prospective science teachers' beliefs concerning constructivist teaching practices。Science Education,86(6),783-802。
9.
Crawley, F. E.(1990)。Intentions of science teachers to use investigative teaching methods: A test of the theory of planned behavior。Journal of Research in Science Teaching,27(7),685-697。
10.
Clermont, C. P.、Borko, H.、Krajcik, J. S.(1994)。Comparative study of the pedagogical content knowledge of experienced and novice chemical demonstrators。Journal of Research in Science Teaching,31(4),419-441。
11.
Crouch, H. C.、Fagen, A. P.、Callan, J. P.、Mazur, E.(2004)。Classroom demonstration: Learning tools or entertainment?。American Journal of Physics,72(6),835-838。
12.
Buncick, M. C.、Betts, P. G.、Horgan, D. D.(2001)。Using demonstrations as a contextual road map: enhancing course continuity and promoting active engagement in introductory college physics。International Journal of Science Education,23(12),1237-1255。
13.
Glasson, G. E.、Lalik, R. V.(1993)。Reinterpreting the learning cycle from a social constructivist perspective: a qualitative study of teachers' beliefs and practices。Journal of Research in Science Teaching,30(2),187-207。
14.
孫志麟(19991100)。教師自我效能:有效教學的關鍵。教育研究資訊,7(6),170-187+a13。
延伸查詢
15.
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。
16.
Keys, Carolyn W.、Bryan, Lynn A.(2001)。Co-constructing inquiry-based science with teachers: Essential research for lasting reform。Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching,38(6),631-645。
17.
郭重吉(19920500)。從建構主義的觀點探討中小學數理教學的改進。科學發展月刊,20(5),548-570。
延伸查詢
18.
Shulman, Lee S.(1986)。Those Who Understand: Knowledge Growth in Teaching。Educational Researcher,15(2),4-14。
19.
Cochran, K. F.、DeRuiter, J. A.、King, R. A.(1993)。Pedagogical content knowing: An integrative model for teacher preparation。Journal of Teacher Education,44(4),263-272。
20.
Guba, E. G.(1981)。Criteria for Assessing the Trustworthiness of Naturalistic Inquiries。Educational Communication and Technology,29(2),75-91。
21.
Shulman, Lee S.(1987)。Knowledge and Teaching: Foundations of the New Reform。Harvard Educational Review,57(1),1-23。
22.
Ajzen, I.(1991)。The theory of planned behavior。Organizational behavior and human decision processes,50(2),179-211。
會議論文
1.
林淑梤、張惠博(2003)。演示活動設計對教師教學與學生轉動概念學習成效之個案研究。2003物理教學及示範研討會。高雄市:海軍軍官學校。
延伸查詢
2.
林淑梤、張惠博(2001)。科學演示活動的實施與反省。中華民國第十七屆科學教育學術研討會。高雄市:國立高雄師範大學科學教育研究所。
延伸查詢
學位論文
1.
Benbow, A.(1987)。A comparison of the effectiveness of demonstrations, verbal statements, and hands-on experiences on correcting misconception of first graders regarding magnets(博士論文)。University of Maryland。
圖書
1.
Liem, T. L.(1987)。Invitations to Science Inquiry。California:Science Inquiry Enterprises。
2.
Ajzen, Icek(1988)。Attitudes, Personality, and Behavior。Milton Keynes, England:Open University Press。
3.
Denzin, Norman K.(1989)。Interpretive Interactionism。Sage Publications。
4.
Grossman, Pamela L.(1990)。The making of a teacher: Teacher knowledge and teacher education。Teachers College Press。
5.
Festinger, Leon(1957)。A Theory of Cognitive Dissonance。Stanford University Press。
6.
Strauss, Anselm Leonard、Corbin, Juliet M.、吳芝儀、廖梅花(2001)。質性研究入門:紮根理論研究方法。濤石文化事業有限公司。
延伸查詢
7.
Ajzen, Icek、Fishbein, Martin(1980)。Understanding Attitudes and Predicting Social Behavior。Prentice-Hall, Inc.。
8.
Patton, Michael Quinn、吳芝儀、李奉儒(1995)。質的評鑑與研究。桂冠圖書股份有限公司。
延伸查詢
其他
1.
Solomon, J.(1994)。Science in school and the future of scientific culture in Europe--The European report,http://Lipulsi.1si.lip.pt/IP/whitepaper/annex.htm, 1996/06/06。
圖書論文
1.
Putnam, R.、Borko, H.(1997)。Teacher learning: Implications of new view of cognition。The international handbook of teachers and teaching。Dordrecht, The Netherlands:Kluwer Academic Publishers。
2.
Pintrich, R. P.(1990)。Imprications of psychological research on student learning and college teaching for teacher education。Handbook of research on teacher education。New York:Macmillan。
3.
Chiappetta, E. L.、Koballa, Jr, T. R.、Collette, A. T.(1998)。Lecture, discussion and demonstration。Science instruction in the middle and secondary schools。New Jersey:Prentice Hall。
4.
Glynn, S. M.、Yeany, R. H.、Britton, B. K.(1991)。Constructive Aspects of Learning Science。The Psychology of Learning Science。New Jersey:Lawrence Erlbaum Associates, Inc.。
5.
Furinghetti, F.、Pehkonen, E.(2002)。Rethinking characterizations of beliefs。Belief: A hidden variable in mathematics education?。Dordrecht:Kluwer Academic Publishers。
6.
Brown, A. L.、Ash, D.、Rutherford, M.、Nakagawa, K.、Gordon, A.、Campione, J. C.(1993)。Distributed expertise in the classroom。Distributed cognitions: Psychological and educational considerations。Cambridge University Press。
7.
Ajzen, Icek(1985)。From intentions to actions: A theory of planned behavior。Action Control: From Cognition to Behavior。Springer-Verlag。
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