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題名：「國小教師數學教學知識(MPCK)知覺量表」發展之探究
書刊名：測驗學刊
作者：陳彥廷 引用關係
作者(外文)：Chen, Yen-ting
出版日期：2014
卷期：61:1
頁次：頁51-78
主題關鍵詞：知覺量表；國小教師；數學教學知識；Elementary school teacher；Mathematics pedagogical content knowledge；Perception instruction
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(3) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:2
  • 共同引用共同引用:46
  • 點閱點閱:34
本研究旨在建構「國小教師數學教學知識（MPCK）知覺量表」，並將建構之量表進行抽樣調查，以驗證、分析量表具有良好之信、效度。研究共分三階段進行：第一階段，文獻整合與分析，建立量表之面向與各面向之題項內涵初稿；第二階段，邀請專家進行焦點座談，修正量表內容；第三階段，將量表製作成預試問卷，以立意取樣進行預試施測，回收有效樣本131份，經項目分析、探索性因素分析檢驗、修訂，保留知覺量表共17題，再將修訂之量表進行正式問卷施測，回收有效樣本194份，再以結構方程模式進行驗證性因素分析，檢驗量表的構念效度。研究結果顯示，本研究所建構之量表的測量模式與觀察資料適配度大致良好；該量表整體信度（Cronbach's alpha值）為.919，各分量表的信度介於.644~.837之間，具有良好的信度與效度。
The aim of this study was to construct perception instrument of Mathematics Pedagogical Content Knowledge (MPCK) for elementary school teachers and then test in the validity and reliability through a questionnaire. The process consisted of three stages. First, the researcher reviewed a wide range of literature related to PCK to compile factors associated with the MPCK. Secondly, seven experts were assembled for a focus group to examine the factors and the items of each factor. Two other experts evaluated the questionnaire for content validity before drafting a preliminary version of the questionnaire. Finally, the revised version was trial-tested and revised as the final version to test the indicators. The proposed questionnaire was found to have acceptable reliability and validity.
期刊論文
1.Borko, H.、Eisenhart, M.、Brown, C. A.、Underhill, R. G.、Jones, D.、Agard, P. C.(1992)。Learning to teach hard mathematics: Do novice teachers and their instructors give up too easily。Journal for Research in Mathematics Education，23(3)，194-222。  new window
2.Cheang, W. K.、Yeo, J. K. K.、Chan, E. C. M.、Lim-Teo, S. K.(2007)。Development of mathematics pedagogical content knowledge in student teachers。The Mathematics Educator，10(2)，27-54。  new window
3.Eisenhart, M.、Borko, H.、Underhill, R.、Brown, C.、Jones, D.、Agard, P.(1993)。Conceptual knowledge falls through the cracks: Complexities of learning to teach mathematics for understanding。Journal for Research in Mathematics Education，24(1)，8-40。  new window
4.Smith, D. C.、Neale, D. C.(1989)。The construction of subject matter knowledge in primary science teaching。Teaching and Teacher Education，5(1)，1-20。  new window
5.林建良、黃台珠、吳裕益(20081200)。促進知識整合的網路學習環境量表發展。科學教育學刊，16(6)，605-626。new window  延伸查詢new window
6.Fernandez-Balboa, J.、Stiehl, J.(1995)。The Generic Nature of Pedagogical Content Knowledge among College Professors。Teaching & Teacher Education，11(3)，293-306。  new window
7.Geddis, A. N.、Onslow, B.、Beynon, C.、Oesch, J.(1993)。Transforming Content Knowledge: Learning to Teach about Isotopes。Science Education，77(6)，575-591。  new window
8.Park, S.、Oliver, J. S.(2008)。Revisiting the conceptualization of pedagogical content knowledge: PCK as a conceptual tool to understand teachers as professionals。Research in Science Education，38(3)，261-284。  new window
9.Bollen, K. A.(2002)。Latent Variables in Psychology and the Social Sciences。Annual Review of Psychology，53，605-634。  new window
10.葉玉珠(20051000)。影響國小學童科技創意發展的因素之量表發展。師大學報. 科學教育類，50(2)，29-54。  延伸查詢new window
11.Ball, D. L.(1990)。The Mathematical Understandings That Prospective Teachers Bring to Teacher Education。The Elementary School Journal，90(4)，449-466。  new window
12.Hashweh, M. Z.(2005)。Teacher Pedagogical Constructions: A Reconfiguration of Pedagogical Content Knowledge。Teacher and Teaching: Theory and Practice，11(3)，273-292。  new window
13.Cochran, K. F.、DeRuiter, J. A.、King, R. A.(1993)。Pedagogical content knowledge: An integrative model for teacher preparation。Journal of Teacher Education，44(4)，263-272。  new window
14.陳彥廷、康木村、柳賢(20100800)。同儕對話促進兩位國中數學教師教學反思與專業成長。科學教育學刊，18(4)，331-359。new window  延伸查詢new window
15.張世忠、羅慧英(20090200)。協同教學對國中學生所知覺的科學教師PCK之影響。科學教育學刊，17(1)，49-68。new window  延伸查詢new window
16.段曉林、王國華、張惠博(19980600)。學生對教師之學科教學知覺問卷之發展。科學教育學刊，6(2)，129-147。new window  延伸查詢new window
17.Marks, R.(1990)。Pedagogical content knowledge: From a mathematical case to a modified conception。Journal of Teacher Education，41(3)，3-11。  new window
18.Tamir, Pinchas(1988)。Subject matter and related pedagogical knowledge in teacher education。Teaching and Teacher Education，4(2)，99-110。  new window
19.Van Driel, J. H.、Verloop, N.、Vos, W. D.(1998)。Developing science teachers' pedagogical content knowledge。Journal of Research in Science Teaching，35(6)，673-695。  new window
20.Kaiser, Henry F.(1974)。An index of factorial simplicity。Psychometrika，39(1)，31-36。  new window
21.Fornell, Claes、Larcker, David F.(1981)。Evaluating Structural Equation Models with Unobservable Variables and Measurement Error。Journal of Marketing Research，18(1)，39-50。  new window
22.Shulman, Lee S.(1986)。Those Who Understand: Knowledge Growth in Teaching。Educational Researcher，15(2)，4-14。  new window
23.Shulman, Lee S.(1987)。Knowledge and Teaching: Foundations of the New Reform。Harvard Educational Review，57(1)，1-23。  new window
24.陳國泰(20101000)。非本科系畢業教師的學科教學知識之內涵及其發展的影響因素之個案研究：以一位國小自然科專家教師為例。科學教育學刊，18(5)，469-492。new window  延伸查詢new window
25.邱美虹、江玉婷(19971200)。初任與資深國中地球科學教師學科教學知識之比較。科學教育學刊，5(4)，419-459。new window  延伸查詢new window
研究報告
1.教育部(2010)。中華民國師資培育統計年報（99年版）。臺北市：教育部中等教育司。  延伸查詢new window
圖書
1.吳裕益(2004)。現性理論模式的理論與應用。國立高雄師範大學特殊教育研究所。  延伸查詢new window
2.Loughran, J.、Berry, A.、Mulhall, P.(2006)。Understanding and developing science teachers pedagogical content knowledge。Rotterdam：Sense Publishers。  new window
3.Hair, J. F.、Anderson, R. E.、Tatham, R. L.、Black, W. C.(1995)。Multivariate data analysis with readings。Upper Saddler River, NJ：Prentice-Hall。  new window
4.Grossman, Pamela L.(1990)。The making of a teacher: Teacher knowledge and teacher education。Teachers College Press。  new window
5.吳明隆、涂金堂(2005)。SPSS與統計應用分析實務。五南圖書出版股份有限公司。  延伸查詢new window
6.黃芳銘(2002)。結構方程模式--理論與應用。臺北市：五南。  延伸查詢new window
7.Kline, Rex B.(1998)。Principles and Practice of Structural Equation Modeling。Guilford Press。  new window
8.邱皓政(2006)。量化研究與計量分析：SPSS中文視窗版資料分析範例解析。五南。  延伸查詢new window
9.Jöreskog, K. G.、Sörbom, D.(1989)。LISREL 7: A Guide to the Program and Application。Chicago, IL：Scientific Software International, Inc.：SPSS Inc。  new window
圖書論文
1.Magnusson, S., Krajcik, J.,、Borko, H.、J. Gess-Newsome and N. G. Lederman(1999)。Nature, sources, and development of pedagogical content knowledge for science.。Examining pedagogical content knowledge。Dordrecht, Netherlands：Kluwer。  new window
2.Fennema, E.、Franke, M. L.(1992)。Teachers' knowledge and its impact。Handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics。New York：Macmillan Press。  new window
 
 
 
 
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