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題名：探究教學的專業成長歷程--以十位國中科學教師的觀點為例
書刊名：科學教育學刊
作者：曾崇賢／段曉林 引用關係／靳知勤 引用關係
作者(外文)：Tseng, Chung-hsien／Tuan, Hsiao-lin／Chin, Chi-chin
出版日期：2011
卷期：19:2
頁次：頁143-168
主題關鍵詞：探究；探究教學；教師專業成長；紮根理論；Inquiry；Inquiry teaching；Teacher professional development；Grounded theory
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(15) 博士論文(2) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:15
  • 共同引用共同引用:256
  • 點閱點閱:119
本研究主要目的在建構實施探究教學的國中科學教師其探究教學的專業成長歷程。研 究對象為10位具有兩年以上成功探究教學經驗的國中科學教師，資料蒐集包含科學探究教學 效能問卷(ITEQ)及二次半結構式晤談，透過紮根理論研究法建構科學教師從傳統教學轉化為探 究教學的專業成長歷程。研究發現，教師經歷的專業成長歷程有知識論轉變及學科教學轉變 等二個面向，教學反思及支持系統為影響教師專業成長的關鍵因子，而信念的強化是專業成 長的重要階段，它影響了教師的轉變且支持教師願意繼續進行探究教學。
The purpose of this study is to explore the perceptions of 10 experienced junior-high science teachers concerning their learning experiences with inquiry teaching, and the perceptions of their own professional development. An ITEQ questionnaire and semi-structured interview were used for data collection and a grounded theory method used for analysis. The findings indicate that there are two dimensions of the process of inquiry teaching professional development, including epistemology and teaching practice transformation. These case teachers changed their epistemology from positivism to constructivism based on their previous learning experience and their experience of the course. After the case teachers changed their epistemology, they increased their flexibility in designing inquiry lesson plans and in their inquiry teaching repertoire. While implementing inquiry lessons, these teachers still faced a dilemma concerning student learning outcomes vs. pressures from school, but their teaching beliefs, reflections and support systems were critical factors reinforcing their persistence in implementing inquiry teaching.
期刊論文
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8.陳佩英(20080600)。從培力的對話觀點探討教師的專業成長。高雄師大學報. 教育與社會科學類，24，21-48。new window  延伸查詢new window
9.蔡執仲、段曉林、靳知勤(20070400)。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。new window  延伸查詢new window
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12.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
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15.周進洋、陳雪瑜(1997)。教師專業成長的自覺：教學錄影帶在反省式思考的功能。科學與教育學報，1，259-282。  延伸查詢new window
16.張淑玲、林福來(20011000)。一位實習教師的專業社會化歷程。師大學報. 科學教育類，46(1/2)，65-87。  延伸查詢new window
17.張景媛、呂玉琴、何縕琪、吳青蓉、林奕宏(20020400)。多元思考教學策略對國小教師數學教學之影響暨教師專業成長模式之建構。教育心理學報，33(2)，1-22。new window  延伸查詢new window
18.陳均伊、張惠博(20081200)。一位化學老師實施探究教學的歷程與省思之個案研究--以「火山爆發」教學活動為例。師大學報：科學教育類，53(2)，91-123。  延伸查詢new window
19.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
20.曾志華、張靜嚳(20061000)。一位高職數學教師的教學專業成長歷程。師大學報. 科學教育類，51(1/2)，55-82。  延伸查詢new window
21.顏弘志、段曉林(20061000)。建構主義取向教學的實踐--一位國小自然科教師信念、教學實務的改變。科學教育學刊，14(5)，571-595。new window  延伸查詢new window
22.Bhattacharyya, S.、Volk, T.、Lumpe, A.(20090600)。The influence of an extensive inquiry-based field experience on pre-service elementary student teachers' science teaching beliefs。Journal of Science Teacher Education，20(3)，199-218。  new window
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32.Magnusson, S. J.、Palincsar, A. S.(1995)。The learning environment as a site of science education reform。Theory Into Practice，34(1)，43-50。  new window
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36.Shepardson, D. P.、Harbor, J.(2004)。ENVISION: the effectiveness of a dual-level professional development model for changing teacher practice。Environmental Education Research，10(4)，471-492。  new window
37.Sunal, D. W.、Sunal, C. S.(1992)。The impact of network communication technology on science teacher education。Journal of Computers in Mathematics and Science Education，11(2)，143-153。  new window
38.Supovitz, J. A.、Mayer, D. P.、Kahle, J. B.(2000)。Promoting inquiry-based instructional practice: The longitudinal impact of professional development in the context of systemic reform。Educational Policy，14(3)，331-356。  new window
39.Tsai, Chin-Chung(2002)。Nested epistemologies: Science teachers' beliefs of teaching, learning and science。International Journal of Science Education，24(8)，771-783。  new window
40.Van Driel, J. H.、Beijaard, D.、Verloop, N.(2001)。Professional development and reform in science education: The role of teachers' practical knowledge。Journal of Research in Science Teaching，38(2)，137-158。  new window
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42.Wolf, S. J.、Fraser, B. J.(2008)。Learning environment, attitudes and achievement among middle-school science students using inquiry-based laboratory activities。Research in Science Education，38(3)，321-341。  new window
43.Zacharia, Z.(2003)。Intentions of Science Teachers Regarding the Educational Use of Computer Simulations and Inquiry-Based Experiments in Physics。Journal of Research in Science Teaching，40(8)，792-823。  new window
44.Lotter, C.、Harwood, W. S.、Bonner, J. J.(2006)。Overcoming a learning bottleneck: Inquiry professional development for secondary science teachers。Journal of Science Teacher Education，17(3)，185-216。  new window
45.Anderson, R. D.(2002)。Reforming science teaching: What research says about inquiry。Journal of Science Teacher Education，13(1)，1-12。  new window
46.Crawford, B. A.(2000)。Embracing the essence of inquiry, New roles of science teacher。Journal of Research in Science Teaching，37(9)，916-937。  new window
47.Keys, Carolyn W.、Bryan, Lynn A.(2001)。Co-constructing inquiry-based science with teachers: Essential research for lasting reform。Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching，38(6)，631-645。  new window
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51.Abd-El-Khalick, F.、BouJaoude, S.、Duschl, R.、Lederman, N. G.、Mamlok-Naaman, R.、Hofstein, A.、Niaz, M.、Treagust, D.、Tuan, Hsiao-Lin(2004)。Inquiry in science education: International perspectives。Science Education，88(3)，397-419。  new window
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54.Conway, P. F.(2001)。Anticipatory reflection while learning to teach: from a temporally truncated to a temporally distributed model of reflection in teacher education。Teaching and Teacher Education，17(1)，89-106。  new window
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會議論文
1.段曉林(1996)。學科教學知識對未來師資培育上的啟示。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。118-143。  延伸查詢new window
2.Tuan, H. L.、Wen, M. C.(2005)。The development of an inquiry teaching efficacy questionnaire。Hsinchu, Taiwan。  new window
圖書
1.Trowbridge, L. W.、Bybee, R. W.(1990)。Becoming a secondary school science teacher。New York：Merrill。  new window
2.Glaser, B. G.、Strauss, A. L.(1967)。Grounded Theory。New York：Aldine。  new window
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4.教育部(2003)。國民中小學九年一貫課程綱要。臺北：教育部。  延伸查詢new window
5.Jarvis, Peter、許雅惠(2002)。成人及繼續教育--理論與實務。臺北：五南圖書出版公司。  延伸查詢new window
6.Strauss, A.(1987)。Qualitative Analysis for Social Scientist。Cambridge University Press。  new window
7.Guba, E. G.、Lincoln, Y. S.(1984)。Naturalistic inquiry。Newbury Park, CA：Sage。  new window
8.Vygotsky, L. S.、Kozulin, Alex(1986)。Thought and language。MIT Press。  new window
9.張世忠(20030000)。建構取向教學：數學與科學。臺北：五南。new window  延伸查詢new window
10.黃富順(1989)。成人心理與學習。臺北：師大書苑。new window  延伸查詢new window
11.National Research Council(1996)。National Science Education Standards。Washington, DC：National Academy Press。  new window
12.胡幼慧、姚美華(1996)。質性研究：理論、方法及本土女性研究實例。巨流。  延伸查詢new window
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15.戴維揚(2004)。教師專業成長與教育改革。教育專業成長問題研究 \\ 中國教育學會 ; 中華民國師範教育學會 (編著)。臺北市。  延伸查詢new window
16.Ball, D. L.、Cohen, D. K.(1999)。Developing practice, developing practitioners: Toward a practice-based theory of professional education。Teaching as the learning profession: Handbook of policy and practice \\ L. Darling-Hammond ; G. Sykes (Eds.)。San Francisco, CA。  new window
17.Darling-Hammond, L.、Wei, R. C.、Andree, A.、Richardson, N.、Orphanos, S.(2009)。Professional learning in the learning profession: A status report on teacher development in the United States and abroad。Dallas, TX：National Staff Development Council。  new window
其他
1.National Science Teachers Association(2010)。Professional development committee on professional development literature and resources。  new window
圖書論文
1.Grossman, P. L.、Wilson, S. M.、Shulman, L. S.(1989)。Teachers of substance: Subject matter knowledge for teaching。Knowledge base for the beginning teacher。Pergamon Press。  new window
 
 
 
 
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