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題名：教師科學本質觀、教學信念與教學實務之研究
書刊名：屏東師院學報
作者：王靜如 引用關係／張靜儀
作者(外文)：Wang, Jing-ru／Chang, Ching-yi
出版日期：2001
卷期：14(下)
頁次：頁859-898
主題關鍵詞：科學本質；教學信念；教學實務；The nature of science；Instructional belief；Pedagogical thinking
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(0) 博士論文(2) 專書(0) 專書論文(0)
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  • 共同引用共同引用:30
  • 點閱點閱:43
　　　　　本研究兼採量化調查與質化詮釋方法，探討小學教師科學本質觀、教學信念可何影響教學實務。量化調查的目的在發展小學建構式教室環境量表，調查高、屏地區小學教師提供的科學學習環境概況。再從量表調查母群中抽出兩位教師 進行質化詮釋研究，質化研究工具包括開收問卷填寫、教學錄影炎分析及晤談，深入探討兩位教師的科學本質觀、教學信念、教學實務、以及三者之間的動態關係。量表調查結果發現高屏地后小學四、五、六年級科學學習環境偏向客觀實證論的傾向;質性研究發現兩位個案教師缺少現代的科學本質觀，因此在教學中\炸法適當的呈現科學的本質;研究發現有教學自主權的教師營造的建構式學習環境主要是受到教師教學信念的影響文中論及建構主義教學信念之問郛，並且提供意見供科學師資培育課程改進之參考。
　　　　　 The aim of this research was to investigate how the primary teachers' conceptions of the nature of science, teaching and learning beliefs affected their instructional practices. Both qualitative interpretation and quantitative investigation were used in this study. The questionnaire of constructivist classroom environment was developed to investigate the elementary science classroom environment in Pingtung and Kaoshung areas. Qualitative analysis was used to analyzed the transcriptive data fro personal interviews、classroom instruction and open-ended questionnaire. The results of quantitative data showed that the elementary science classroom environment in Pingtung and Kaoshung areas were inclined to traditional positivist learning environment. The case study showed that the teachers lacked proper understanding of the nature of science. The teacher with professional autonomy provided students constructivist learning environment that was strongly impacted by her instructional belief. Problems of the teaching which reflected a constructivist view of learning were identified. We concluded with some reflections and suggestions for improving science teacher training programs.
期刊論文
1.Anderson, R. C.(1984)。Some reflections on the acquisition of knowledge。Educational Researcher，13(9)，5-10。  new window
2.Smith, M. U.、Scharmann, L. C.(1999)。Defining versus Describing the Nature of Science: A Pragmatic Analysis of Classroom Teachers and Science Education。Science Education，83，493-509。  new window
3.Lederman, N. G.(1998)。The state of science education: subject matter without context。Electric Journal of Science Education，3(2)，1-11。  new window
4.Munby, H.(1982)。The place of teachers' beliefs in research on teacher thinking and decision making, and an alternative methodology。Instructional Science，11，201-225。  new window
5.Abells, S. K.、Smith, D. C.(1994)。What is science? preservice elementary teachers' conceptions of the nature of science。International Journal Science Education，16(4)，475-487。  new window
6.王靜如(20000600)。國小教師教學改變之研究。屏東師院學報，13，281-315。new window  延伸查詢new window
7.Cotham, J. C.、Smith, E. L.(1981)。Development and validation of the conceptions of scientific theories test。Journal of Research in Science Teaching，18(5)，387-396。  new window
8.Brickhouse, Nancy W.(1990)。Teachers' Beliefs About the Nature of Science and Their Relationship to Classroom Practice。Journal of Teacher Education，41(3)，53-62。  new window
9.Olson, J.(1981)。Teacher influences in the classroom: A context for understanding curriculum translation。Instructional Science，10，259-275。  new window
10.Toulmin, S.(1982)。The construal of reality: criticism in modern and postmodern science。Critical Inquiry，9，93-111。  new window
11.Lantz, O.、Kass, H.(1987)。Chemistry teachers' functional paradigms。Science Education，71(1)，117-134。  new window
12.張靜嚳(19951200)。何謂建構主義？。建構與教學，3，版1+版4。  延伸查詢new window
13.Brickhouse, N. W.、Bonder, G. M.(1992)。The beginning science teacher: classroom narratives of convictions and constraints。Journal of Research in Science Teaching，29(5)，471-485。  new window
14.劉宏文(1996)。建構主義的認識論觀點及其在科學教育上的意義。科學教育月刊，193，8-24。  延伸查詢new window
15.Appleton, K.、Asoko, H.(1996)。A case study of a teacher's progress toward using a constructivist view of learning of learning to Inform teaching in elementary science。Science Education，80(2)，165-180。  new window
16.Burry-Stock, J. A.、Oxford, R. L.(1994)。Expert Science Teaching Educational Evaluation Model (ESTEEM): measuring excellence in science teaching for professional development。Journal of Personnel Evaluation in Education，8，267-297。  new window
17.Lederman, N. G.(1992)。Students' and teachers' conceptions about the nature of science: A review of the research。Journal of Research in Science Teaching，29，331-359。  new window
18.陳忠志、Taylor, Peter C.、Aldridge, Jill M.(19981200)。國中教師科學本質及科學教學信念對理化教室環境的影響。科學教育學刊，6(4)，383-402。new window  延伸查詢new window
19.Alters, B. J.(1997)。Whose nature of science?。Journal of Research in Science Teaching，34(1)，39-55。  new window
20.Nespor, J.(1987)。The role of beliefs in the practice of teaching。Journal of Curriculum Studies，19(4)，317-328。  new window
21.Duschl, Richard A.、Wright, Emmett(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。  new window
22.許良榮(19931200)。談建構主義之理論觀點與教學的爭論。國教輔導，33(2)=298，7-12。  延伸查詢new window
23.Abd-El-Khalick, Fouad、Bell, Randy L.、Lederman, Norman G.(1998)。The Nature of Science and Instructional Practice: Making the Unnatural Natural。Science Education，82(4)，417-436。  new window
24.Shulman, Lee S.(1987)。Knowledge and Teaching: Foundations of the New Reform。Harvard Educational Review，57(1)，1-23。  new window
25.McComas, W. F.、Almazroa, H.(1998)。The Nature of Science in Science Education: An Introduction。Science & Education，7，511-532。  new window
26.Hodson, Derek(1993)。Philosophic Stance of Secondary School Science Teachers, Curriculum Experiences, and Children's Understanding of Science: Some Preliminary Findings。Interchange，24(1/2)，41-52。  new window
27.Glennan, S.、Reisch, G.、Eflin, J. T.(1999)。The Nature of Science: A Perspective from the Philosophy of Science。Journal of Research in Science Teaching，36(1)，107-116。  new window
會議論文
1.Nott, M.、Wellington, J.(1996)。Probing teachers' views of the nature of science: How should we do it and where should we be looking。The third international history, philosophy, and science teaching conference。Minneapolis：University of Minnesota。684-872。  new window
2.苑舉正(1999)。實在主義與實證主義之間的對話。國立台東師範學院科學教育學術研討會，12-35。  延伸查詢new window
3.Groves, F. H.(1991)。A qualitative study of secondary science teachers in a public school and conservative Christian school。The annual meeting of the National Association for Research in Science Teaching。Lake Geneva, WI。  new window
4.Serianz, D. R.(1999)。Opening session: Philosophy of Science, Nature of Science, Science Education。國立台東師範學院科學教育學術研討會，49-57。  延伸查詢new window
5.Trempe, P. L.(1987)。Achieving scientific literacy in schools: An utopia?。Congres de recherche et progres en education。Montreal, QC：ACFCAS。369-374。  new window
6.Anderson, C.(1987)。The role of education in the academic disciplines in teacher preparation。The Rutgers Invitational Symposium on Education: The Graduate Preparation of Teachers。New Brunswick, NJ。  new window
研究報告
1.楊榮祥(1998)。中學科學教學環境之研究 (計畫編號：NSC-87-2511-S-003-011)。臺北。  延伸查詢new window
2.黃惠信(1998)。台東地區中小學教師對科學本質的瞭解研究 (計畫編號：NSC-87-2511-S-143-008)。臺北：行政院國家科學委員會。  延伸查詢new window
3.陳忠志(1997)。中學物理教師信念與教學環境之研究 (計畫編號：NSC86-2513-S-017-001)。  延伸查詢new window
4.Implementation of Mentoring Practices to Assist classroom Teachers(1994)。Science summer enhancement workshops。CO：UNC。  new window
圖書
1.Kant, I.、Smith, N. K.(1993)。Critique of Pure Reason。London：Macmillan。  new window
2.劉放桐(1991)。現代西方哲學。上海：人民出版社。  延伸查詢new window
3.Fetterman, David M.(1989)。Ethnography: Step by Step。Sage。  new window
4.Toulmin, S.(1972)。Human Understanding。Princeton, N. J.：Princeton University Press。  new window
5.高廣孚(1989)。哲學概論。臺北：五南出版社。  延伸查詢new window
6.Ledeman, N. G.(1995)。Translation and transformation of teachers' understanding of the nature of science into classroom practice。U.S. Dept. of Education, Office of Educational Research and Improvement。  new window
7.Von Glasersfeld, E.(1995)。Radical constructivism: A way of knowing and learning。London：The Falmer Press。  new window
8.Duschl, R. A.(1990)。Restructuring science education: The importance of theories and their development。New York：Teachers College Press。  new window
9.Nisbett, R.、Ross, L.(1980)。Human inferences: Strategies and shortcomings of social judgement。Englewood Cliffs, NJ：Prentice Hall。  new window
10.Popper, Karl R.(1968)。The Logic of Scientific Discovery。New York：Harper & Row。  new window
11.舒煒光(1994)。科學哲學導論。臺北：五南出版社。  延伸查詢new window
12.Burry-Stock, J. A.、Oxford, R. L.(1993)。Expert Science Teaching Educational Evaluation Model (ESTEEM) for Measuring Excellence in Science Teaching for Professional Development。  new window
13.Kuhn, Thomas Samuel(1970)。The Structure of Scientific Revolutions。University of Chicago Press。  new window
單篇論文
1.Von Glasersfeld, E.(1989)。Knowing without Metaphysics: Aspects of the Radical Constructivist Position(ED304344)。  new window
其他
1.李章瑋(1995)。國民小學自然科學潛在課程之研究:以自然科教師及教學中的科學圖像為例，臺北。  延伸查詢new window
圖書論文
1.Duit, R.(1991)。Students' conceptual frameworks: Consequences for learning science。The psychology of learning science。Lawrence Erlbaum Associates, Inc.。  new window
2.Clark, Christopher M.、Peterson, Penelope L.(1986)。Teachers' thought processes。Handbook of Research on Teaching。Macmillan。  new window
 
 
 
 
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