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題名:參與學習社群之科學教師其探究教學專業成長轉變之研究
作者:曾崇賢
作者(外文):Chung-Hsien Tseng
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:段曉林
學位類別:博士
出版日期:2013
主題關鍵詞:探究教學學習社群教師專業成長紮根理論Inquiry-based teachingLearning communityTeacher professional developmentGrounded theory
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參與學習社群之科學教師其探究教學專業成長轉變之研究
摘要
本研究進行的目的,在於探討一群國中科學教師在他們參與促進探究教學專業成長的學習社群後,其探究教學專業成長的轉變以及學習社群對於其轉變的影響。研究對象為17位參與學習社群3年以上的國中科學教師。資料蒐集主要為科學探究教學效能問卷(ITEQ)及三次半結構式晤談,主要訪談內容在於個案教師們描述其專業成長的轉變情形。資料分析則透過紮根理論研究法學的開放編碼及主軸編碼歷程,以描述科學教師從傳統教學取向轉化為探究教學取向的成長轉變情形。
研究發現,關於教師探究教學專業成長的轉變,主要歸納有教學信念、學科教學知識及課室教學實務等三個主軸,而三個主軸也產生相互影響,教師的教學轉變主要受到學習社群、學習經驗及研究所課程等正向因子及行政工作、教師心態、憂慮及認同感等負向因子之影響。本研究亦發現教師的教學轉變與學生的學習知覺轉變緊密聯結,學生由強調對科學知識標準答案的認知轉變為認同科學知識的非恆定性並能以探究方式建構知識的學習模式。本研究發現除了強調教學反思與支持系統是影響科學教師教學轉變的重要因素外,亦建議師培者在規劃相關專業成長課程時,可以依教師學習階段的不同提供教師不同的學習經驗、內涵或素材。研究者亦建議,在教師探究教學專業成長的轉變中,建構一個持續性、支持性的專業社群以提供相關必要的資料、文件、精神上及信念上的支持及鼓勵,都能讓教師的專業成長持續進行。
關鍵詞:探究教學、學習社群、教師專業成長、紮根理論
Investigation of science teachers participated in learning community their inquiry-based teaching professional development changes
Abstract
The purposes of this study are to explore a group of junior high school science teachers participated in learning community their inquiry-based teaching professional development changes and to explore the influences of learning community on these teachers’ professional development changes. Seventeen junior high school science teachers who participated in learning community for more than 3 years were selected in the study. ITEQ questionnaire and three times semi-structured interview were used for data collection, opening coding and axial coding from grounded theory method were used for data analysis.
Findings indicate that there are three dimensions influenced on teachers’ inquiry-based teaching professional development changes, these are teachers’ teaching beliefs, PCK, and classroom practices. In addition, these three dimensions also influenced with each other. Three positive factors which affect teachers’ inquiry-based teaching professional development changes, are learning community, privous learning experiences from high school and graduated program. Three negative factors are also discovered, there are school administration work, teachers’ attitudes, concerns and anxiety. The author also discover that the strong relations between teachers’ changes and the changes of students’ perceptions for their learning. Students’ learning perceptions shift from struggling for standard answers to exploring science phenomenon for constructing knowledge. The study indicates that teachers’ reflections and providing supporting system are vital factors for teachers’ teaching changes. It is suggested that the educators should organize a learning community and supply abundant learning experiences and materials in it for teachers’ long-term professional development.
Key word: Inquiry-based teaching; Learning community; Teacher professional development; Grounded theory
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