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題名：在國民小學實施STS教育教師學科知識問題之探討
書刊名：臺中師院學報
作者：黃鴻博 引用關係
作者(外文)：Huang, Hung-por
出版日期：1998
卷期：12
頁次：頁455-479
主題關鍵詞：國民小學；教師；學科知識；STS教學活動；師資培育；Science/technology/society；STS
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(7) 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:5
  • 共同引用共同引用:10
  • 點閱點閱:75
　　　　　本研究目的在探究國民小學教師在實施 STS （ Science/Technology/Society ） 教學活動過程中遭遇學科知識問題類型與解決問題策略， 以作為實施 STS 師資教育培育之 參考。本研究係一個合作行動研究，研究小組由研究者與七位國小在職教師組成，自八十四 年九月起至八十六年六月止在國民小學進行為期近兩年的研究，採用質的研究方法進行資料 的收集分析。 研究發現：教師學科知識背景影響到她在實施 STS 教學活動題材選擇與教學 設計。教師在教學過程中普遍會遭遇到學科知識上的問題，問題類型包括：對科學的負面態 度、實證主義取向、不熟悉科學探究過程、學科知識缺乏統整等。促進教師有效解決以上問 題的策略包括： 對 STS 理念作廣義的詮釋、合作教學與經驗交流、提供思考架構、獲得即 時的協助與學習的技巧等。本研究並對於未來推展 STS 教育師資培育提出具體的建議。
　　　　　This study explores problem type and problem solving Strategies that primary school teachers encounter when STS teaching activities are implemented. The reseach group, consisting of seven primary school teachers and a researcher, adopts a co-operative action inquiry approach and qualitative method to do data collection and analysis. During the period of time between September in 1995 and June in 1997. The results are as follows: 1.Teachers' content knowledge has an impact on the selection of teaching materials. 2.Problem types that teachers encounter Include (1) negative attitude towards science, (2) orientation of positivism, (3) unfamiliarity with the process of scientific inquiry and (4) a lack of integrated content knowledge. Effective strategies of solving the above problems are (1) broad interpretation of STS, (2) co-operative teaching and exchange of experience, (3) a provision of framework of integrated content knowledge and (4) immediate help and learning skills. This study provides constructive suggestions for future teacher education.
期刊論文
1.Yager, R. E.(1993)。Science-technology-society as reform。School Science and Mathematics，93(3)，145-151。  new window
2.Lederman, N. G.、Gess-Newsome, J.、Latz, M.(1994)。The nature and development of preservice science teachers' conceptions of subject matter and pedagogy。Journal of Research in Science Teaching，31(2)，129-146。  new window
3.Stofflett, R. T.(1994)。The Accommodation of science pedagogical knowledge: The application of conceptual change constructs to teacher education。Journal of Research in Science Teaching，31(8)，787-810。  new window
4.王澄霞(19970300)。科學教師培育:科學、技學與社會之連結。科學發展月刊，25(3)，167-174。  延伸查詢new window
5.Mcfadden, C. P.(1991)。Towards an STS School Curriculum。Science Education，75(4)，457-469。  new window
6.Rubba, P.(1991)。Integrating STS into school science and teacher education: Beyond awareness。Theory into Practice，30(4)，303-308。  new window
7.Waks, N. J.、Barchi, B. A.(1992)。STS in U. S. School science: perceptions of Selected Leaders for STS Education。Science Education，76(1)，79-90。  new window
8.Feldman, A.(1994)。Erzberger's Dilemma: Validity in Action Research and Science Teachers' Need to Know。Science Education，78(1)，83-101。  new window
9.Gess-Newsome, J.、Lederman, N. G.(1995)。Biology teachers' perceptions of subject matter structure and its relationship to classroom practice。Journal of Research in Science Teaching，32(3)，301-325。  new window
10.Yager, R. E.、Tamir, P.(1993)。STS Approach: Reasons, Intentions, Accomplishments, and Outcomes。Science Education，77(6)，637-658。  new window
11.Druva, Cynthia Ann、Anderson, Ronald D.(1983)。Science teacher characteristics by teacher behavior and by student outcome: A meta-analysis of research。Journal of Research in Science Teaching，20(5)，467-479。  new window
12.Lantz, O.、Kass, H.(1987)。Chemistry teachers' functional paradigms。Science Education，71(1)，117-134。  new window
13.Yager, Robert E.(1992)。Viewpoint: What we did not learn from the 60s about science curriculum reform。Journal of Research in science teaching，29(8)，905-910。  new window
14.魏明通(1994)。各國STS課程教材評介--日本STS課程。科學教育，170，11-22。  延伸查詢new window
15.王澄霞(19950500)。從「科技與社會互動之學習」探究數理教育問題。科學發展月刊，23(5)，433-455。  延伸查詢new window
16.王澄霞、蔡曉信(19940600)。以腳架策略開發STS專業能力的模式。師大學報，39，429-454。new window  延伸查詢new window
17.黃鴻博(19970600)。國民小學STS課程發展之研究。臺中師院學報，11，443-469。new window  延伸查詢new window
18.Bybee, R.(1991)。Science-Technology-Society in Science Curriculum: The Policypractice gap。Theory into Practice，30(4)，294-302。  new window
19.Gallagher, J. J.(1991)。Prospective and practicing secondary school science teacher's knowledge and beliefs about the philosophy of science。Science education，75(1)，121-133。  new window
20.Geddis, A. N.(1993)。Transforming subject-matter knowledge: the role of pedagogical content knowledge in learning to reflect on teaching。International Journal of science education，15(6)，673-683。  new window
21.Gress-Newsome, J.、Lederman, N. G.(1994)。Preservice biology teachers' knowledge structures as a function of professional teacher education: a year-long assessment。Science education，77(1)，25-45。  new window
22.Hodson, D.(1990)。A critical look at practical work in school science。School science Review，70，33-40。  new window
23.Lederman, N.、Druger, M.(1985)。Classroom factors related to changes in students' conceptions of the nature of science。Journal of research in science teaching，22，649-662。  new window
24.Lederman, N. G.、Zeidler, D. L.(1987)。Science teachers conceptions of science: Do they really influence teaching behavior?。Science education，71，721-734。  new window
25.Pedretti, E.、Hodson, D.(1995)。From Rhetoric to Action:Implementing STS Education through Action Research。Journal of Research In Science Teaching，32(5)，463-485。  new window
26.Posner, G. J.、Strike, K. A.、Hewson, P. W.、Gertzog, W. A.(1982)。Accommodation of scientific conception:Toward a theory of conceptual change。Science education，66，211-227。  new window
27.王澄霞(19970500)。Linking STS Teacher Development and Certification。Proceedings of the National Science Council. Part D, Mathematics, Science, and Technology Education，7(2)，67-76。  new window
28.Lederman,Norman G.、張惠博(19970500)。An International Investigation of Preservice Science Teachers' Pedagogical and Subject Matter Knowledge Structures。Proceedings of the National Science Council. Part D, Mathematics, Science, and Technology Education，7(2)，110-122。  new window
29.Shulman, Lee S.(1987)。Knowledge and Teaching: Foundations of the New Reform。Harvard Educational Review，57(1)，1-23。  new window
會議論文
1.廖彩美、黃鴻博、陳月雲(1996)。國民小學術學教學生活化之行動研究。中華民國第十二屆科學教育學術研討會，115-122。  延伸查詢new window
2.Gee, C. J.、Svec, M. T.、Babel, D. L.(1994)。An evaluation of preserve elementary teachers' science content knowledge, pedagogical knowledge, and pedagogical content knowledge。The 1994 annual meeting of the national association for research in science teaching。Anaheim, California。  new window
3.Weiss, I. R.(1993)。Science Teachers Rely on the textbook。Washington, DC：NSTA。35-42。  new window
圖書
1.黃鴻博(1997)。在國民小學課外活動試行STS教學研究。台中：台中師院數理教育系。  延伸查詢new window
2.AAAS(1989)。Science for all Americans。Washington, D.C.：AAAS Publication。  new window
3.Anderson, J. R.(1990)。Cognitive Psychology and it's Implications。New York：W. H. Freeman and Company。  new window
4.Elliott, J.(1991)。Action Research for education Change。Bristol：Open University Press。  new window
5.Miles, M. B.、Huberman, A. M.(1994)。Qualitative data analysis: An expanded sourcebook。SAGE。  new window
6.Philips, D. C.(1987)。Philosophy, science, and social inquiry。New York：Pergamon。  new window
7.Spector, B. S.、Lederman, N. G.(1990)。Science and Technology As Human Enterprises。Iowa：Kendall/Hunt Publishing Company。  new window
單篇論文
1.Yager, R. E.(1988)。Assessing the impact of the Iowa honors workshop on science teacher and student(ED 292626)。  new window
圖書論文
1.Aikenhead, G.(1994)。Consequences to Learning Science Through STS: A Research Perspective。STS Education-International Perspectives on Reform。New York：Columbia University。  new window
2.Schwab, J. J.(1964)。Structure of the disciplines: meanings and significances。The Structure of Knowledge and the Curriculum。Chicago, IL：Rand McNally Company。  new window
3.Anderson, R. D.、Mitchener, C. P.(1994)。Research on Science Teacher Education。Handbook of Research on Science Teaching and Learning。New York：Macmillan Publishing Company。  new window
4.Solomon, J.(1988)。The Dilemma of Science, Technology and Society Education。Development and Dilemmas in Science Education。New York：The Falmer Press。  new window
5.Solomon, J.(1994)。Conflict between mainstream science and STS in science education。STS Education-International Perspectives on Reform。New York：Columbia University。  new window
6.Grossman, P. L.、Wilson, S. M.、Shulman, L. S.(1989)。Teachers of substance: Subject matter knowledge for teaching。Knowledge base for the beginning teacher。Pergamon Press。  new window
7.Tobin, K.、Tippins, D. J.(1993)。Constructivism as a referent for teaching and learning。The practice of constructivism in science education。Washington, DC：American Association for the Advancement of Science Press。  new window
8.Carlsen, W. S.(1991)。Subject-matter knowledge and science teaching。Advances in research on teaching。London：Jai press LTD。  new window
9.Fensham, P. J.(1992)。Science and Technology。Handbook of Research on Curriculum。New York：Macmillan Publishing Company。  new window
10.Layton, D.(1994)。STS in the school curriculum: A Movement overtaken by history?。STS Education-International Perspectives on Reform。New York：Columbia University。  new window
11.Shamos, M. H.(1993)。STS a time for caution。The Science, Technology, Society movement。Washington, DC：NSTA。  new window
12.West, L. H.、Fensham, P. J.、Garrard, J. E.(1985)。Describing the cognitive structure of learning following instruction in chemistry。Cognitive structure and conceptual change。New York：Academic。  new window
13.Yager, R. E.、Roy, R.(1993)。STS: Most Pervasive and Most Radical of Reform Approaches to Science Education。The Science, Technology, Society Movement。Washington, DC：NSTA。  new window
14.Ziman, J.(1994)。The Rational of STS Education is in the Approach。STS Education-International Perspectives on Reform。New York：Columbia University。  new window
 
 
 
 
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