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題名：國中科學教師科學探究教學效能之研究
作者：鄭碧雲
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：2019
主題關鍵詞：國中科學教師；科學探究教學效能；science teachers of junior high school；science inquiry teaching competence
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本研究旨在探討臺灣國中科學教師科學探究教學效能之面貌及比較不同背景變項對科學探究教學效能的差異。為達成研究目的，本研究採用次級資料分析法。研究資料來源為國科會補助的「以學習者為中心數理教師專業成長之研究」整合型研究計畫發展出的教師專業發展問卷，擷取問卷中的科學探究能力、科學探究教學能力及引導科學探究能力的題目，藉由這些題目來探討國中科學教師科學探究教學效能。本研究調查全國748位國中科學教師的科學探究教學效能，採用描述統計、t 檢定、單因子變異數分析、積差相關分析及結構方程模式進行資料分析。本研究所得結果如下：
1.國中科學教師的科學探究教學效能與分向度科學探究能力、科學探究教學能力及引導科學探究能力的自信程度，都達到中高程度。
2.學校類別、教師性別、任教科目及擔任職務，對科學探究教學效能、分向度科學探究能力、科學探究教學能力及引導科學探究能力，均未達顯著差異。
3.大學主修化學與生物教師對科學探究教學效能、分向度科學探究教學能力及引導科學探究能力，顯著高於大學主修物理教師。
4.最高學歷為理學碩士的教師對科學探究教學效能及其分向度科學探究能力、科學探究教學能力和引導科學探究能力，都顯著高於最高學歷為學士的教師。
5.參與過專業成長經驗的國中科學教師對科學探究教學效能與分向度科學探究教學能力，探究能力，都顯著高於沒有參與專業成長經驗的科學教師。
6.擁有5年以下任教年資的科學教師對科學探究能力，顯著高於擁有16年以上任教年資的科學教師。
The purpose of this study is to explore the differences between the efficacy of science inquiry teaching in science teachers in Taiwan and the differences in science inquiry teaching efficacy of different demographic background variables. For the purpose of this study, secondary data analysis was used in this study. The source of research data is the Teacher Professional Development Questionnaire developed from the integrated research project supported by the National Science Council, which draws on the science inquiry competence, science inquiry teaching competence and guiding inquiry competence in the questionnaire. This questionnaire is used to explore the efficacy of science inquiry teaching among science teachers in junior high school. Investigate the science inquiry teaching efficacy of 748 science teachers, using descriptive statistics, t-test, single-factor variance analysis, Pearson correlation analysis and Structural Equation Models for data analysis. The results of this study as followed:
1.The confidence level of science inquiry teaching efficacy and its subscale about science inquiry competence, science inquiry teaching competence and guiding science inquiry competence have reached a medium-high level among the science teachers in junior high school.
2.School sizes, genders of teachers, teaching subjects, and part-time positions have not significantly differed in science inquiry teaching efficacy and its subscale about science inquiry competence, science inquiry teaching competence and guiding science inquiry competence.
3.Teachers majored in chemistry and biology in university have significantly differed from teachers majored in physics in university in science inquiry teaching efficacy and its subscale about competence science inquiry teaching competence and guiding science inquiry competence.
4.Teachers with Master of Science as the highest academic qualification have a significantly higher competence in science inquiry teaching efficacy and its subscale of science inquiry competence, scientific inquiry teaching competence and guiding science inquiry competence than teachers with bachelor degree as the highest academic qualification .
5.Junior high school science teachers who have participated in professional development experiences have significantly higher competence in scientific inquiry teaching and science inquiry teaching competence and inquiry competence than science teachers who do not participate in professional development experiences.
6.Science teachers with teaching experiences less than 5 years have significantly higher competence in science inquiry competence than science teachers with teaching experiences more than 16 years.
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