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題名：生命系統觀國小科學課程發展：教師課程信念對學童學習影響之個案研究
書刊名：臺中教育大學學報. 教育類
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：24:1
頁次：頁49-77
主題關鍵詞：生命系統；科學學習；課程發展；Living systems；Science learning；Curriculum development
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:110
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本研究採個案研究方式進行，探討科學教師課程信念對學童學習的影響。研究過程將教師信念、教學活動與學習成效結合成課程模體，探討以人之永續成長特質的學習模式對學童學習的影響，參與研究的對象為兩位不同資歷的國小自然輔導教師及其任教班級任一班。本研究資料收集採深度訪談、教學觀察記錄、數位錄影、文字資料等，訪談模式是將問題系統化為：內部(interior)、外部(exterior) 與後設覺知層次(meta-level) 等三個覺知層次。教師課程發展信念分析引用「凱利(Kelly) 庫存方格技術，學童學習成效影響利用Paglieri (2006) 對Toulmin (1958,2003) 論證架構的主張進行論證分析。研究結果顯示科學教師課程發展信念主宰整個課程發展與學習成效。實施生命系統觀的動態課程不但能引發學童主動參與探究學習，且學童面對科學性社會議題的態度，較能從價值性的層面作考量。過程中學童覺知會激勵他們學習意願的課程是：「看得見、摸得到」的生活科學。學童祈求的科學教師需具備「學科教學專業知識」、「教師對教材的精熟與教學準備度」以及 「學習過程是否充滿樂趣與好奇」的能力特徵。
This paper uses a case study to explore the impact of science teachers’ curriculum belief on pupils’ learning. The teaching belief and activities of teachers and the learning effect of pupils were integrated as a curriculum matrix, which in turn enables us to investigate the sustainable growth trait of human being’s learning model on the effect of pupils’ learning effect. Objects participating in this case study are two science teachers with difference in seniority and pupils randomly selected from one of their classes. Data are collected from deep interviews, records of teaching observations, digital video-taping and some other materials related to the study. Those collected from interviews were classified into three levels: interior, exterior and meta-cognitive. We follow Kelly grid technique to analyze teachers’ curriculum development beliefs, and then employ Paglieri (2006) argument on Toulmin (1958,2003) framework to investigate its impact on the learning outcome of pupils. The results of this study show that the implementation of the dynamic curriculum guided by the living systems does not only encourage pupils to participate in learning actively but also stimulate them to think critically in the face of scientific-social issues. Curriculums that enable pupils’ cognitive to inspire their learning motivation are those visible and obtainable curriculums of living science. Pupils also expect their science teacher to have the following three characteristics. First, science teacher need to have proficient pedagogical content knowledge (PCK). Secondly, science teachers need to master the teaching materials and have sufficient preparation. Thirdly, the whole learning process should be full of fun and novelty. In addition, the analysis of science teachers’ curriculum development indicates that their content knowledge dominates the whole curriculum development.
期刊論文
1.Bybee, R. W.、Landesi, N. M.(1988)。The biological science curriculum study。Science and Children，25(8)，36-37。  new window
2.楊秀停、王國華(20070800)。實施引導式探究教學對於國小學童學習成效之影響。科學教育學刊，15(4)，439-459。new window  延伸查詢new window
3.翁秀玉、段曉林(19970600)。科學本質在科學教育上的啟示與作法。科學教育，201，2-16。  延伸查詢new window
4.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
5.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
6.Langer, E. J.(1993)。A mindful education。Educational Psychologist，28(1)，43-50。  new window
7.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
8.Shavelson, R. J.、Stern, P.(1981)。Research on teachers' pedagogical thoughts, judgments, decisions, and behavior。Review of Educational Research，51(4)，455-498。  new window
9.黃俊儒(20080200)。構思科技社會中的即時學習：以學生及專家對於科學新聞文本之理解差異為例。科學教育學刊，16(1)，105-124。new window  延伸查詢new window
10.Zeidler, D. L.、Sadler, T. D.、Simmons, M. L.、Howes, E. V.(2005)。Beyond STS: A research-based framework for socioscientific issues education。Science Education，89(3)，357-377。  new window
11.陳美如(2001)。合作探究觀察：多元文化觀點。教育研究資訊，9(4)，43-65。new window  延伸查詢new window
12.Chin, C.、Chia, L-.G.(2006)。Problem-based learning: Using ill-structured problem in biology project work。Science Education，90(1)，44-67。  new window
13.De Jong, O.、Van Driel, J. H.、Verloop, N.(2005)。Preservice teachers' pedagogical content knowledge of using particle models in teaching chemistry。Journal of Research in Science Teaching，42(8)，947-964。  new window
14.Keys, C W.、Bryan, L. A.(2001)。Co-construction inquiry-based science with teachers: Essential research for lasting reform。Journal of Research in Science Teaching，38(6)，631-645。  new window
15.Hodson, D.(2003)。The time for action: science education for an alternative。Journal of Research in Science Teaching，25(6)，645-670。  new window
16.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
17.Hancock, E. S.、Gallard, A. J.(2004)。preservice Science Teachers' beliefs about teaching and learning: The influence of K- field experiences。Journal of Science Teacher Education，15，281-291。  new window
18.Milne, R.、Taylor. P. C.(1995)。Metaphors global markers for teachers’ belief about the nature of science。Research Science Education，25(1)，39-49。  new window
19.Munby, H.(1984)。A qualitative approach to the study of a teacher`s belifes。Journal of research in science teaching，24(1)，27-38。  new window
20.Roscoe, K.(200408)。Lonergan’s Theory of Cognition, Construction and Science Education。Science & Education，13(6)，541-551。  new window
21.Roth, W-M.、McGinn, M. K.(1997)。Towarda new perspective on problem solving。Canadian Journal of Education，22(1)，18-32。  new window
研究報告
1.王靜如(2003)。國小科學本質教學。  延伸查詢new window
學位論文
1.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
圖書
1.Campbell, L.、Campell, B.、Dickinson, D.(1996)。Teaching & learning through multiple intelligence。A Simon & chuster Company。  new window
2.Lonergan, Bernard(1993)。Topics in Education, Collected Work of Bernard Lonergan。Toronto：University of Toronto Press。  new window
3.Bruner, J. S.(1960)。The process of education。New York, NY：Vintage Books。  new window
4.National Research Council(1996)。National Science Education Standards。Washington, DC：National Academy Press。  new window
5.教育部(2003)。國民中小學九年一貫課程修訂綱要。臺北市：教育部。  延伸查詢new window
6.Doll, W. E, Jr.(1993)。A Post-Modern Perstective on Curriculum。Teacher College , Columbia University。  new window
7.Miles, M. B.、Huberman, A. M.(1994)。Qualitative Date Analysis: An Expanded Sourcebook (2nd ed)。Newbury Park, CA：Sage Publications。  new window
8.Miller, J .G.(1978)。Living System。New York：McGraw-Hill。  new window
9.National Research Council(2000)。Inquire and national science education standards。Washington, DC：National Academic Press。  new window
10.Woolnough, B. E.(1994)。Effective Science Teaching。Buckingham, Philadelphia：Open University Press。  new window
其他
1.Paglieri, F.(2006)。Coding between the lines: On the implicit structure of arguments and its import for science education，htpp://www.media.unisi.it/cirg/fp/argsciedu.pdf。  new window
圖書論文
1.von Glasersfeld, Ernst(1990)。An exposition of constructivism: Why some like it radical。Constructivist views on the teaching and learning of mathematics。Reston, VA：NCTM。  new window
2.Clark, C. M.、Peterson, P. L.(1986)。Teacher thought process。Handbook of research on teaching。NY：Macmillan。  new window
 
 
 
 
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