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題名:以合作專業成長模式協助二位科學教師實施探究教學之個案研究
作者:陳均伊 引用關係
作者(外文):Jun-Yi Chen
校院名稱:國立彰化師範大學
系所名稱:科學教育研究所
指導教授:張惠博
學位類別:博士
出版日期:2006
主題關鍵詞:合作式專業成長科學探究探究教學collaborative professional developmentinquiry teachinginquiry teaching
原始連結:連回原系統網址new window
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本研究係在長期的、合作式的專業成長情境中,探索科學教師對於探究教學的觀點與經驗,以及影響其實施探究教學的因素。本研究基於教師的專業成長需求,發展5P專業成長模式,藉供教師閱讀有關科學探究和探究教學的文章、從事科學探究活動、設計與實施探究教學等,並透過與同事、具探究教學經驗的專家教師、大學教授和研究生等的專業對話。其次,本研究係在專業成長情境中,採取親身參與觀察的方式,以晤談、課室觀察、會議錄影、問卷與教師所撰寫的文件等研究工具收集資料,並使用詮釋學的研究方法,探討兩位個案教師對於探究教學的理解,並協助教師考量學校文化、教學目標、學生先備知識與能力等因素,設計與實施探究教學,俾真切瞭解個案教師對於探究教學的想法、實務以及其成長。研究發現個案教師經由5P專業成長模式,普遍對於探究教學的意涵之理解,皆有明顯進步。在教學實務方面,亦能考慮教學時間與進度、學生特質、概念內容等因素,展現出有別於傳統講述教學,且能以學生為主體並重視科學探究精神的教學實務。此外,基於兩位個案教師的探究教學實務,本研究建構一個成功的探究教學經驗與模式,稱為融入式探究教學(Infused Inquiry Teaching, IIT)模式,希冀提供科學教師能將融入式探究教學應用於課室中,以落實科學教育目標。同時,本研究亦探討個案教師對於5P專業成長模式的感受與回饋,發現合作式專業成長確能提供教師支持與協助,並經由發表、對話、實施探究教學與問題解決的歷程中,獲致專業成長。
The purpose of this study was to assist teachers to understand and implement inquiry teaching in a collaborative professional development project. Two junior high school teachers were invited to participate in this study. Based on teachers’ needs, a 5P professional development model was developed for teachers to share, discuss and reflect on their prior ideas about scientific inquiry and inquiry teaching. Afterwards, these two teachers were provided with the opportunities to engage in inquiry activities to develop their own inquiry experiences. Then, teachers designed the lesson plans of inquiry teaching which were appropriate to be implemented in actual science classrooms. In this study, data were collected by an open-ended questionnaire, interviews, observations and artifacts. Hermeneutics was adopted as a methodology to describe teachers’ changes in the perspectives and practices about inquiry teaching. It was found that teachers understood the essence of scientific inquiry and appreciated the importance of inquiry teaching. Moreover, teachers considered and overcame some restrictions which were derived from educational institutions and inadequate individuals as well as students’ deficient competency when they implemented inquiry teaching. A model of Infused Inquiry Teaching (IIT) which fit to the educational institutions and school culture in Taiwan was emerged from these two teachers’ inquiry teaching practices. Furthermore, the findings could reflect the characteristics of the effective professional development project. Meanwhile, in the context of collaborative professional development, teachers gained the supports and facilitations from colleagues and university professors.
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