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題名：科學教師學科教學知識融合機制之個案研究
書刊名：嘉大教育研究學刊
作者：蘇禹銘／黃台珠
作者(外文)：Su, Yu-ming／Huang, Tai-chu
出版日期：2010
卷期：25
頁次：頁63-93
主題關鍵詞：科學教師；學科教學知識；生命系統；課程模體；Science teachers；Pedagogical content knowledge；Living systems；Curriculum matrix
原始連結：連回原系統網址new window
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  • 共同引用共同引用:79
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本研究探討兩位國小科學教師學科教學知識（PCK）之融合機制（Mechanism）。結果顯示PCK之融合是以教師的學科信念為核心概念（Basic Concept），將學科知識與領域相關知識融合形成。融合過程分別是：學科內容知識與真實情境結合產生實質結構知識（Substantive Structure）的執行（Manipulation）階段；新知識運用在探究與實驗獲得新的章法結構知識（Subsyntactic Structure）的科學能力（Scientific Ability）階段；最後科學教師對學科領域知識有了個人專屬的情意與評鑑，產生新的學科信念進入轉化（Transformation）階段。本研究得知：以學科信念為核心概念（Basic Concept）有助於新進科學教師建構屬於自己的「B.M.S.T學科教學知識融合模式」。最後針對科學教育提出檢討和建議。
The purpose of this study is to investigate the integrated mechanism of two elementary science teachers’ pedagogical content knowledge (PCK). The results indicated that the basic concepts in the integration of PCK were teachers’ beliefs in curriculum, combined with content and domain related knowledge. The integration processes were threefold. The first was the “manipulation” phase in which the substantive structure was produced after the combinations of content knowledge and real contexts. Secondly was the “scientific ability” phase in which the new subsyntactic structure was generated due to the applications of novel knowledge in inquiry and experiments. The third was the “transformation” phase in which personal affections and evaluations about content knowledge were emerged and new beliefs in curriculum were evolved. This study concluded that using curriculum as the basic concept is helpful for novice science teachers to construct their own “B.M.S.T. Model” of integrated pedagogical content knowledge. Finally, some implications and suggestions about science education were raised.
期刊論文
1.Munby, H.(1984)。A qualitative approach to the study of a teacher's beliefs。Journal of Research in Science Teaching，21(1)，27-38。  new window
2.佘曉清(19990300)。生物教師的教學信念、教學、與師生互動--個案研究。科學教育學刊，7(1)，35-47。new window  延伸查詢new window
3.張惠博(19960300)。職前科學教師學科教學知識發展之研究。科學教育學刊，4(1)，59-92。new window  延伸查詢new window
4.方吉正(19980100)。教師信念研究之回顧與整合--六種研究取向。教育資料與研究，20，36-44。new window  延伸查詢new window
5.Langer, E. J.(1993)。A mindful education。Educational Psychologist，28(1)，43-50。  new window
6.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
7.蘇懿生、黃臺珠(19991200)。實驗室氣氛與學生對科學的態度之關係研究。科學教育學刊，7(4)，393-410。new window  延伸查詢new window
8.Shulman, Lee S.(1986)。Those Who Understand: Knowledge Growth in Teaching。Educational Researcher，15(2)，4-14。  new window
9.Shulman, Lee S.(1987)。Knowledge and Teaching: Foundations of the New Reform。Harvard Educational Review，57(1)，1-23。  new window
10.Hashweh, M. Z.(1987)。Effect of subject matter knowledge in the teaching of biology and physics。Teaching and Teacher Education，3(2)，109-120。  new window
11.Handson, D.(2003)。The Time for Action:Science education for an alternative。Journal of Research in Science Teaching，25 (6)，645-670。  new window
12.Marroum, R, M.(2004)。The role of science education：An introduction to the cognitional theory of Bernard Lonergan。Science ＆ Education，13，519-540。  new window
13.Roscoe, K .(2004)。Lonergan’s theory of cognition, construction and science education。Science & Education。  new window
14.Shavelson, R. J.,、Stern, P.(1981)。Research on teachers' pedagogical judgement: decision, and behavior。Research of Educational Research，51(4)，455-498。  new window
會議論文
1.段曉林(2002)。學科教學知識對未來科教師資培育上的啟示。第一屆數理教學及師資培育學術研討會，國立彰化師範大學舉辦 。彰化市。118-143。  延伸查詢new window
2.王靜如(2003)。科學本質的理論、教學知識與課程設計。自然與生活科技學習領域課程研討會。台北：行政院國家科學委員會。  延伸查詢new window
3.簡頌沛、吳心楷(2006)。從情境認知的觀點，來探討實習教師之教學信念與教學實務的轉變歷程。台北市。  延伸查詢new window
4.Pilot, A., Bulte, A., Westbroek, H.、De Jong, O.(2005)。Using authentic practices as contexts, an approach to design chemistry education.。  new window
研究報告
1.教育部(2003)。月世界泥岩惡地生態景觀之旅。屏東。  延伸查詢new window
2.Paglieri. F.(2006)。Coding between the Lines: On the implicit structure of arguments and its import for science education。  new window
學位論文
1.秦嗣輝(2003)。九年一貫課程自然與生活科技學習領域能力指標轉化之個案研究(碩士論文)。國立台北師範學院。  延伸查詢new window
2.蔡月瑛(2002)。課程轉變之規劃與實施一位小學自然科教師的行動研究(碩士論文)。國立台北師範學院。  延伸查詢new window
3.溫家男(2002)。高中生物科資深與實習教師發問策略之個案研究(碩士論文)。國立高雄師範大學。  延伸查詢new window
4.蔡英姝(2002)。九年一貫課程教師專業能力之相關研究(碩士論文)。國立成功大學。  延伸查詢new window
5.王瑞芬(2002)。以螞蟻為主題之統整課程設計與實務教學之研究(碩士論文)。國立臺灣大學。  延伸查詢new window
6.李松濤(2005)。科學教師教學決策機制之研究，高雄。new window  延伸查詢new window
7.許麗伶(2005)。國民中學自然與生活科技學習領域實施與九年一貫課程之檢討，台北。  延伸查詢new window
圖書
1.Schubert, W. H.(1986)。Curriculum: Perspective, paradigm, possibility。New York, NY：Macmillan。  new window
2.Mintzes, J. J.、Wandersee, J. H.、Novak, J. D.(1999)。Assessing science understanding: A human constructivist view。Oxford, UK：California：Academic Press。  new window
3.Toulmin, Stephen E.(1958)。The Use of Argument。Cambridge University Press。  new window
4.Doll, W. E. Jr.(1993)。A post-modern perspective on curriculum。New York：Teachers College, Columbia University。  new window
5.Bruner, J. S.(1960)。The process of education。New York, NY：Vintage Books。  new window
6.National Research Council(1996)。National Science Education Standards。Washington, DC：National Academy Press。  new window
7.Lincoln, Yvonna S.、Guba, Egon G.(1989)。Fourth generation evaluation。Sage Publications。  new window
8.黃政傑(1999)。課程改革。漢文。  延伸查詢new window
9.教育部(2003)。國民中小學九年一貫課程暫行綱要。台北。  延伸查詢new window
10.Cobb, P.(2001)。Supporting the improvement of learning and teaching in social and institutional context。Cognition and instruction: Twenty-five years of progress。Mahwah, NJ。  new window
11.Collins, A .(1992)。Toward a design science of education。New Directions in Educational Technology。Berlin。  new window
12.Grossman, P. L.,Wilson, S. M.,、Shulman,L. S.(1989)。Teachers of substance:Subject matter knowledge for teaching。Knowledge base for the beginning teacher。New-Yor。  new window
13.張芬芬、Miles M. B. ＆Huberman A .M.(1994)。質性研究資料分析(Qualitative Date Analysis: An Expanded Sourcebook)。台北。  延伸查詢new window
14.黃台珠等、Mintzes, J. J., Wandersee, J. H .,、Novak, J. D.(1998)。促進理解之科學教學：人本建構取向的觀點(Teaching Science Understanding：A Human Constructivist View)。台北。  延伸查詢new window
15.Ogborn, J .(2005)。40 year of curriculum development。Research and the Quality of Science Education。  new window
16.Van den Akker, J .(1998)。The science curriculum :Between ideals and outcomes。International Handbook of Science Education。  new window
圖書論文
1.Clark, C. M.、Peterson, P. L.(1986)。Teacher, thought process。Handbook of research on teaching。New York, NY：Macmillan。  new window
2.Goodlad, J. I.(1979)。The scope of curriculum field。Curriculum Inquiry: the Study of Curriculum Practice。New York, NY：Macmillan。  new window
 
 
 
 
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