|
參考文獻 中文 王美芬(1999)。國小自然科在職教師遠距輔導模式初探。科學教育研究與發 展季刊,1999專刊,35-47。 王美芬譯(Colette Murphy著)(2007)。國小科學課的共同教學。科學教師之 路-由實習輔導到專業成長。郭重吉主編。台北市:心理。 台灣省政府教育廳編(1996)。台灣省原住民教育現況與展望。台灣省,南投縣:台灣省政府教育廳。 江雪齡(1989)。由美國良師制度探討實習教師的問題與輔導途徑。國教研究雙 月刊,7,49-52。 牟中原(1996)。原住民教育改革報告書。台北市:行政院教育改革審議委員 會。 吳明隆(2008)。SPSS操作與應用-問卷統計分析實務。台北市:五南。 吳政憲(2001)。教師在職進修的新趨勢─學校本位的教師專業發展。學校行政, 15,66-76。 李英明(1986)。哈伯馬斯。台北市:東大。 李暉(1993)。國中理化教師試行建構主義教學之個案研究。國立彰化師範大學科學教育研究所碩士論文。台灣:彰化。未出版。 林心茹譯(Jean Boreen, Mary K. Johnson, Donna Niday, Joe Potts著) (2004)。啟導初任教師-貴人啟導制的引導、反思與教練方法。台北市:遠流。 洪謙德(2003)。哈伯瑪斯晚年的世界觀與時代批判。推薦序寫於章國豐 譯(2003):作為未來的過去(Vergangenheit Als Zukunft):與哲學大師哈伯瑪斯對談。台北市:先覺。 孫春在、林珊如(2007)。網路合作學習:數位時代的互動學習環境、教學與評量。台北市:心理。 翁福元、林松柏(2004)。台灣國民教育階段教師專業發展評鑑指標建構芻議。教育科學期刊,4-2,63-94。 許月玫(2002)。國民小學教學輔導教師制度之研究。台北市立師範學院國民教育所碩士論文,未出版,台北市。 教育部(2003)。科學教育白皮書。台北市:教育部編印。 教育部(2006)。試辦中小學教師專業發展評鑑宣導手冊。台北市:教育部編 印。 郭重吉(1995)。建構主義與數理教學。建構與教學,1,1-4。 郭重吉(2007)。序言:科學教師之路-由實習輔導到專業成長。郭重吉主編。 台北市:心理。 陳向明(2004)。社會科學質的研究。台北市:五南。 張仁民(2012)。原住民重點小學科學教師專業發展之個案研究。論文發表於2012年中華民國第28屆科學教育年會,國立台北教育大學主辦。 張春興(2003)。心理學原理。台北市:東華。 張清濱(2000)。探究教學法。師友,395,45-49。 張新仁(2008)。從有效教學談中小學教師專業發展評鑑。專文發表於2008年 「改寫教師專業發展評鑑的文化故事系列研討會」,國立台北教育大學主辦。 張德銳(2004)。我國中小學教師評鑑的規劃與推動策略。現代教育論壇,93(4),216-231。 張德銳(2007)。台北市教學輔導教師制度的回顧、現況與前瞻。科學教 師之路-由實習輔導到專業成長。郭重吉主編。台北市:心理。 張德銳(2009)。美國教學輔導教師制度及其在我國中小學教師專業成長之應用。教育資料集刊,42,181-202。 張德銳(2012)。區別化教師評鑑制度的規劃與實施策略。臺北市立教育大學學報,43-1,121-144。 張德銳、高洪瑛、丁一顧、李俊達、簡賢昌(2005)。台北市國民小學教學輔導教師九十三學年度實施成效評鑑報告。台北市:台北市立師範學院初等教育學系,未出版。 張德銳、張芬芬、鄭玉卿、萬家春、賴佳敏、楊益風、張清楚、高永遠、彭天 建(2001)。台北市中小學教學輔導教師制度規劃研究。初等教育學刊,23-54。 張靜儀(1995)。自然科探究教學法。屏師科學教育,1,36-45。 游伯龍(2009)。HD:習慣領域—影響一生成敗的人性軟體。台北市:時報文化。 黃坤錦(2003)。教師在職進修與教師專業發展。教育資料集刊,28,241-258。 黃政傑(1996)。質化研究的原理與方法。載於黃政傑等著:質的教育研究- 方法與實例。台北市:漢文。 傅麗玉(1999a)。從世界觀探討台灣原住民中小學科學教育。科學教育學刊,7(1),71-90。 傅麗玉(1999b)。新竹縣國民中小學自然科學教師及非自然科學教師之世界觀研究。科學教育學刊,7(2),177-198。 楊洲松(1998)。哈伯瑪斯 (J.Habermas)「現代性哲學論辯」與李歐塔 (J.-F. FLyotard) 「後現代知識論述」的論戰及其教育意義。教育研究集刊,40,73-90。 楊益風(1999)。世紀末國民中小學的衝擊與新生。教育研究資訊,7(1),49-56。 熊同鑫、蔡瑞君(2009)。文化回應於原住民族科學課程與能力指標發展之探究。教育資料與研究雙月刊,87(4),163-180。 蔡執仲、段曉林和靳知勤(2007)。巢狀探究教學模式對國二學生理化學習動機影響之探討。科學教育學刊,15(2),119-144。 廖純英(1993)。國民中學新進教師輔導制度之研究。國立台灣師範大學教育研究所碩士論文,未出版,台北市。 甄曉蘭(1995)。合作行動研究-進行教育研究的另一種方式。嘉義師院學報,9,239-318。 簡嘉伶(2005)。國小科學教師專業能力之調查研究。國立花蓮教育大學科學教育研究所碩士論文:未出版。 謝寶梅(2003)。台灣教師參與行動研究之趨勢與評析。教育資料集刊,28,389-405。 顏弘志(2004)。從建構主義看探究教學。科學教育研究與發展季刊,36,1-14。 譚光鼎(2000)。原住民教育研究。台北市:五南。 譚光鼎(2002)。台灣原住民教育-從廢墟到重建。台北市:師大書苑。 魏明通(1997)。科學教育。台北市:五南。 饒見維(2003)。教師專業發展-理論與實務。台北市:五南。 蘇明勇、黃萬居(2006)。蘇格拉底詰問模式對六年級學生批判思考能力與傾向之影響。科學教育學刊,14(5),597-614。
英文 Abd-El-Khalick, F., Boujaoude, S., Duschl, R., Lederman, N. G., Mamlok- Naaman, R., Hofstein, A., Niaz, M., Treagust, D., & Tuan, H. (2004). Inquiry in science education: International perspectives. Science Education, 88, 397- 419. Abell, S. K. (2008). Twenty years later: Does pedagogical content knowledge remain a useful idea? International Journal of Science Education, 30(10), 1405-1416. Aikenhead, G. (2001). Integrating western and aboriginal sciences: Cross- cultural science teaching. Research in Science Education, 31(3), 337-355. Aikenhead, G. (2008). Importation of science programs from Euro-American countries into Asian countries and regions: A recipe for colonization? A keynote paper represented to the Conference of Asian Science Education 2008, Kao-hsiung, Taiwan, February 20-23, 2008. American Federation of Teachers (1998). Mentor teacher programs in the States. Educational Issues Policy Brief, 5, 1-13. Retrieved October 31, 2002, from http://www.aft.org/edissues/downloads/Policy5.pdf? Anderson, R. D. (2002). Reforming science teaching: What research says about inquiry. Journal of Science Teacher Education, 13(1), 1-12. Airasian, P. W., & Gay, L. R. (2003). Educational research: Competencies analysis and application (7th ed.) Englewood Cliffs, N. J.: Prentice-Hall. Bernier, N. R. & McClelland, A. E. (1989). The social context of professional development. In M. L. Holly & C. S. McLoughlin (Eds.), Perspectives on the Teacher Professional Development. New York: The Falmer Press. Berry, A. , Loughran, J. & van Driel, J. H. (2008). Revisiting the roots of peda- gogical content knowledge. International Journal of Science Education, 30(10), 1271-1279. Bogdan, R. & Biklen, S. K. (1982). Qualitative research for education: An introduction to theory and method. Boston: Allyn and Bacon, Inc. Boyer, E. L. (1988). School reform: Completing the course. NASSP Bulletin, 72(504), 61-68. Brickhouse, N. W. (1991). What counts as success? Perspectives from practice and research. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (Lake Geneva, WI, April 7-10, 1991). (ERIC document reproduction service no. ED 324774). Bryan, L. A. & Atwater, M. M. (2002). Teacher beliefs and cultural models: A challenge for science teacher preparation programs. Science Education, 86(6), 821-839. Bulter-Williams, L. A. & Kpo, W. (1990). A study of teachers’ attitude toward school reform. Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 16-20, 1990). (ERIC document reproduction service no. ED 324774). Bybee, R. & DeBoer, G. (1994). Research on goals for the science curriculum. In D. Gabel (Ed.), Handbook on research on teaching and learning (pp. 357-387). New York: Macmillan. Chase, C., & Gibson, H. L. (2002). Longitudinal impact of inquiry-based science program on middle school students’ attitudes toward science. Science Education, 86(5), 693-705. Checkland, P. (1981). Systems Thinking. Systems Practice. New York, NY: John Wiley & Sons Ltd. Chin, C. (2007). Teacher questioning in science classrooms: Approaches that stimulate productive thinking. Journal of Research in Science Teaching, 44(6), 815–843. Chinn, P. (2006). Decolonizing Methodologies and Indigenous Knowledge: The Role of Culture, Place and Personal Experience in Professional Development. Journal of Research in Science Teaching, 44(9), 1247-1268. Clark, C. M. & Peterson, P. L. (1986). Teachers' thought processes. In M. C. Wittrock (Ed.), Handbook of Research on Teaching (3rd. ed. pp 255-296), New York: Macmillan. Clandinin, D., & Connelly, F. (1995). Teachers’ professional knowledge landscapes: Secret, sacred, and cover stories. In F. Connelly & D. Clandinin (Eds.), Teachers’ professional knowledge landscapes (pp.1-15). New York: Teachers College Press. Cobern, W. W. (1989). Distinguishing science-related variations in the causal universal of college students’ world views. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching. Cobern, W. W. (1996a). Worldview theory and conceptual change in science education. Science Education, 80(5), 579-610. Cobern, W. W. (1996b). Constructivism and non-western science education research. International Journal of Science Education, 18(3), 295-310. Cobern, W. W. & Loving, C. C. (2001). Defining ”science” in a multicultural world: implications for science education. Science Education, 85, 50-67. Commission on Teacher Credentialing (1993). Beginning teacher support and assessment program descriptions: Year one. Sacramento, California: California Department of Education. Cooley, W. W. (1997). “The vision thing”: Educational research and AERA in the 21st century: Part 1: Competing visions of what educational researchers should do. Educational Researcher, 26(4), 18-19. Crawford, B. A. (2000). Embracing the essence of inquiry: New roles of science teacher. Journal of Research in Science Teaching, 37(9), 916-937. Darling-Hammond, L. (1990). Teaching and Knowledge: Policy Issues Posed by Alternative Certification for Teachers. Peabody Journal of Education, 67(3), 123-54. DeBoer, G. (2004). Historical perspectives on inquiry teaching in schools. In Flick, L. B. & Lederman, N. G. (eds.), Scientific Inquiry and Nature of Science (pp. 17-35). Netherlands: Kluwer Academic Publishers. Driver, R., Asoko, H., Leach, J., Mortimer, E., & Scott, P. (1994). Constructing scientific knowledge in the classroom. Educational Researcher, 23(7), 5-12. Dunne, K., & Villani, S. (2007). Mentoring new teachers through collaborative coaching: linking teacher and student learning. San Francisco: West Ed. Duschl, R. A. & Wright, E. (1989). A case study of high school teachers’ decision making models for planning and teaching science. Journal of Research in Science Teaching, 26(6), 467-501. Edwards, C. H. (1997). Promoting student inquiry. The Science Teacher, 64(7), 18-21. Erickson, F. (1998). Qualitative research methods for science education. Dordrecht, The Netherlands: Kluwer. Feiman-Nemser, S. (1992). Helping novices learn to teach: Lessons from an experienced support teacher (Report No. 91-6). East Lansing: Michigan State University, National Center for Research on Teacher Learning. Fulp, S. L. (2002). Status of elementary school science teaching. North Carolina: Horizon Research. Gay, G. (2010). Culturally responsive teaching: theory, research, and practice. New York: Teachers College Press. Germann, P. J. (1991). Developing science process skills through directed inquiry. The American Biology Teacher, 53(4), 243-247. Gold, R. L. (1958). Roles in sociological field observation. Social Forces, 36, 217-223. Gorsuch, R. L. (1983). Factor Analysis. Hillside, NJ: Lawrence Erlbaum. Greensfeld, H., & Elkad-Lehman, I. (2007). An analysis of the processes of change in two science teachers educators’ thinking. Journal of Research in Science Teaching, 44(8), 1219-1245. Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin. Guskey, T. R., & Huberman, M. (1995). Professional development in education: New paradigms and practices. New York: Teachers College Press. Hargreaves, D.H. (1993). A common-sense model of the professional development. In J. Elliot (Ed.), Reconstructing Teacher Education: Teacher Development. London: The Falmer Press. Hatton, N. & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education. 11(1), 33-49. Hewson, P. W.(2007)Teacher Professional Development in Science. In S. K. Abell & N. G. Lederman (Eds.) (2007). Handbook of Research on Science Education (pp. 1179-1203), Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Hodson, D. & Hodson, J. (1998). From constructivism to social constructivism: a Vygotskian perspective on teaching and learning science. School Science Review, 79(289), 33-41. Holly, M. L. H. (1989). Teacher professional development: Perceptions and practices in the USA and England. In M. L. Holly & C. S. McLoughlin (Eds.), Perceptions on the Teacher Professional Development. New York: The Falmer Press. Huffman, G. & Leak, S. (1986). Beginning teachers’ perceptions of mentors. Journal of Teacher Education, 37(1), 22-25. Kathleen J. R., Helen E. G., Catherine C., Meike L., Kathleen S., Nicole I.Z. W. (2011). Videobased Lesson Analysis: Effective Science PD for Teacher and Student Learning. Journal of Research in Science Teaching, 48(2), 117-148. Kearney, M. (1984). World View, Navato, CA: Chandler & Sharp. Kemmis, S. (1980). Action research in retrospect and prospect. Paper presented at the annual meeting of the Australian Association for Research in Education. Sydney. Kind, V. (2009). Pedagogical content knowledge in science education: perspectives and potential for progress. Studies in Science Education, 45(2), 169-204. King, P. M., & Kitchener, K. S. (1994). Developing reflective judgment: Under- standing and promoting intellectual growth and critical thinking in adol- escents and adults. San Francisco, CA: Jossey Bass. Loughran, J. J. (2007). Science Teacher as Learner. In S. K. Abell & N. G. Lederman (Eds.) (2007). Handbook of Research on Science Education (pp. 1043-1065), Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Loucks-Horsley, S., Stiles, K. E., Mundry, S., Love, N. & Hewson, P. W. (2009). Designing Professional Development for Teachers of Science and Mathematics. (3rd ed.). Thousand Oaks, CA: Corwin. Lowney, R. G. (1986). Mentor teacher: The California model. (ERIC Document Reproduction Service No. ED 275646) Lytle, S. L., & Cochran-Smith, M. (1990). Learning from teacher research: A working typology. Teachers College Record, 92(1), 83-103. McKinley, E. (2005). Locating the global: culture, language and science education for indigenous students. International Journal of Science Education, 27(2), 227-241. McLaughlin, M. W., & Talbert J. E. (2006). Building school-based teacher learning communities: Professional strategies to improve student achievement. New York: Teachers College Press. National Research Council. (1996). National science education standards. Washington, DC: National Academy Press. National Research Council (2000):Inquiry and the national science education standards. Washington,DC: National Academy Press. Neuman, W. L. (2003). Social research methods: Qualitative and quantitative approaches (5th ed.). Boston: Allyn & Bacon. Ogawa, M. (1995). Science education in a multiscience perspective. Science Education, 79(5), 583-593. Ogunniyi, M. B., Jegede, O. J., Ogawa, M., Yandila, C. D. & Oladele, F. K. (1995). Nature of worldview presuppositions among science teachers in Botswana, Indonesia, Japan, Nigeria, and the Philippines. Journal of Research in Science Teaching, 32(8), 817-831. Oja, S, N. & Smulyan, L. (1989). Collaborative action research : A developmental approach (pp. 1-25). New York: The Falmer Press. Oliveira, A. W. (2010). Improving Teacher Questioning in Science Inquiry Discussions Through Professional Development. Journal of Research in Science Teaching, 47(4), 422-453. Olson, J. (1981). Teacher influence in the classroom: a context for understanding curriculum translation. Instructional Science, 10, 259-275. Phillips, K. A. (2002). A tool for learning scientific inquiry. The American Biology Teacher, 64(7), 512-520. Pink, W. T. & Hyde, A. A. (Eds.) (1992). Effective Staff Development for School Change. Norwood, N. J.: Ablex Pub. Corporation. Reiss, M. J.(1993). Science education for a pluralist society. Buckingham. Philadelphia: Open University Press. Richardson, V. (1994). Conducting research on practice. Educational Researcher, 23(5), 5-10. Ritchie, S. M., & Rigano, D. L. (1996). Laboratory apprenticeship through a student research project. Journal of research in science teaching, 33(6), 799-815. Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford university press. Rubin, L. (Ed.) (1978). The In-Service Education of Teachers: Trends, Pro- cesses, and Prescriptions. Boston, Massachusetts: Allyn and Bacon, Inc. Rutherford, W. L. (1986). Teachers’ contributions to school improvement :reflections on fiffeen years of research. Paper presented at the American Education Research Association Annual Meeting, San Francisco. (ERIC document reproduction service no. ED 276104). Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22. Smith, L. (1999). Decolonizing methodologies: Research and indigenous peoples. NewYork: Zed Books Ltd. Snively, G., & Corsiglia, J. (1998). Discovering indigenous science: Implications for science education. (ERIC Document Reproduction Service No. ED 419 716) Snively, G., & Corsiglia, J. (2001). Discovering indigenous science: Implications for science education. Science Education, 85(1), 6-34. Sparks. D. (2000) Foreword in Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin. Stenhouse, L. (1975). Introduction to curriculum research and development. London: Heinemann. Stufflebeam, D. L. (1971). Educational evaluation and decision making. Bloomington, IN: Phi Delta Kappa. Tippins, D. (1993). Reconstructing science teacher education within communities of learners. Journal of Science Teacher Education, 4(3), 65-72. Todnem, G. R., & Warner, M. P. (1994). An interview with Thomas R. Guskey. Journal of Staff Development, 15(3), 63-64. Trowbridge, L. W., & Bybee, R. W. (1986). Becoming a secondary school science teacher. Columbus, Ohio: Merrill. Tsai, C. C. (2001). Ideas about earthquakes after experiencing a natural disaster in Taiwan: An analysis of students' worldviews. International Journal of Science Education, 23(10), 1007-1016. Tsai, C. C. (2002). Nested epistemologies: science teachers’ beliefs of teaching, learning and science. International Journal of Science Education, 24(8), 771-783. Tunks, J. L (1997) From isolation to integration :The change process in an elementary school, The teachers’ perspective. Paper presented at the annual meeting of the American Educational Research Association (Chicago, IL., March 24-28, 1997). (ERIC document reproduction service ED 408251). Veal, W. (2004). Beliefs and knowledge in chemistry teacher development. International Journal of Science Education, 26(3), 329-351. Wallace, C. S., & Kang, N. H. (2004). An Investigation of Experience Science Teachers’ Beliefs about Inquiry: An Examination of Competing Belief Sets. Journal of research in science teaching, 41(9), 936-960. Windschitl, M. (2003). Inquiry projects in science teacher education: What can investigative experiences reveal about teacher thinking and eventual classroom practice? Science Education, 87(1), 112-143. Yager, R. (2005). Place-based education: What rural schools need to stimulate real learning. Retrieved November 11, 2005 from http://www.ruraledu. org/roots/rr401b.htm . Yerrick, R. K. (2000). Lower track students’ argumentation and open inquiry instruction. Journal of Research in Science Teaching, 37(8), 807-838.
|