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題名：國中生物教師教學內容知識的詮釋性研究
書刊名：屏東師院學報
作者：林曉雯 引用關係
作者(外文)：Lin, Sheau-wen
出版日期：1996
卷期：9
頁次：頁263-290
主題關鍵詞：教學內容知識；科學教師知識；科學教師教學；Pedagogical content knowledge；Science teacher knowledge；Science teacher's teaching practice
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:3
  • 共同引用共同引用:32
  • 點閱點閱:21
　　　　　本研究以一位資深國中生物教師為對象，深入探討個案教師「教學內容知識」的成份及內涵。 研究資料的收集方法包括：教室觀察、教師晤談、文件收集，全程均輔以錄影、錄音以便事後分析。分析的資料包括教室觀察、教師晤談及相關文件的現場記錄、小故事及筆錄。研究者將資料歸類編碼及進行頻率分析，最後以「分析性歸納」及「三角校正」過程效化資料，形成預設，並做成結果。 研究結果發現，個案教師所呈現的教學內容知識可歸納區分為四大類，分別為關於生物教學目標的知識、關於學生學習生物的知識，關於生物課程及生物教學媒體的知識，及關於生物教學表徵的知識。在每一類別之下又可分成數個次類別，這四個類別的知識互相關聯成為一知識體系。 本研究的結果可供科學教師、科學師資培育者及科學教師知識領域之研究者參考。
　　　　　The purpose of this study was to identify components of pedagogical content knowledge of an exemplary biology teacher in junior high school. Data were collected mainly by means of participant observations, teacher interviews, and document reviewed. Participant observations and teacher interviews were video-recorded or tape-recorded. The analytical induction and triangulation were employed to enhance the validity of findings. The teacher's pedagogical content knowledge was composed of four major categories: purposes of biology instruction, students' learning of biology, biology curriculum and teaching medium, and instructional representations of biology. Each category had several chief subcategories. These categories interacted with each other and appeared to be highly integrated. The results were intended for providing suggestions which were contributing to science teacher educators, science teachers, and researchers on teacher knowledge.
期刊論文
1.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
2.鄭湧涇、黃璧祈(19920600)。職前與在職生物教師的生物教材有關能力研究。師大學報，37，483-503。new window  延伸查詢new window
3.楊榮祥(1990)。自然科學教學個案研究計畫簡介。科學發展月刊，18(2)，158-164。  延伸查詢new window
4.Carter, K.、Cushing, K.、Stein, P.、Berliner, D.、Sabers, D.(1988)。Expert-novice differences in perceiving and processing visual classroom stimuli。Journal of Teacher Education，39(3)，25-31。  new window
5.Clemont, C. P.、Borko, H.、Krajacik, J. S.(1994)。Comparative study of the pedagogical content knowledge of experienced and novice chemical demonstrators。Journal of Research in Science Teaching，31(4)，419-441。  new window
6.DeRose, J. V.、Lockard, J. D.、Paddy, L. G.(1979)。The teacher is the key: A report on three NSF studies。Science and Children，16(7)，35-41。  new window
7.Duffee, L.、Aikenhead, G.(1992)。Curriculum change, student evaluation, and teacher practice knowledge。Science Education，76(5)，493-506。  new window
8.Ericson, D.、Ellett, F.(1982)。Interpretation, understanding, and educational research。Teacher College Record，83(4)，497-513。  new window
9.Garrison, J.、Macmillan, C.(1984)。A philosophical critique of process-product research on teaching。Educational Theory，34(3)，255-274。  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.Lantz, O.、Kass, H.(1987)。Chemistry teachers' functional paradigms。Science Education，71(1)，117-133。  new window
12.Leinhardt, G.、Greeno, J. G.(1986)。The cognitive skill of teaching。Journal of Educational Psychology，78(2)，75-96。  new window
13.Marks, R.(1990)。Pedagogical content knowledge: From a mathematical case to a modified conception。Journal of Teacher Education，41(3)，3-12。  new window
14.Peterson, P. L.、Comeaux, M. A.(1987)。Teachers' schemata for classroom events: The mental scaffolding of teachers' thinking during classroom instruction。Teaching and Teacher Education，3，319-331。  new window
15.Sanders, L. R.、Borko, H.、Lockard, J. D.(1993)。Secondary science teachers, knowledge base when teaching science courses in and oat of their area of certification。Journal of Research in Science Teaching，30(7)，723-736。  new window
16.Shulman, L. S.(1987)。Knowledge and teaching: foundation of the new reform。Harvard Educational Review，57(1)，1-23。  new window
17.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
18.Shulman, Lee S.(1986)。Those Who Understand: Knowledge Growth in Teaching。Educational Researcher，15(2)，4-14。  new window
19.鄭湧涇、周雪美(19900600)。職前生物教師科學態度的研究。師大學報，35，249-270。new window  延伸查詢new window
20.鄭湧涇、周雪美(19910600)。職前生物教師的生物探討技能。師大學報，36，239-265。new window  延伸查詢new window
會議論文
1.許榮富、楊文金(1989)。科學教師對科學實驗教學目標確認之分析研究。中華民國第四屆科學教育學術研討會。國科會。285-309。  延伸查詢new window
2.鄭湧涇、周雪美、張麗珠(1989)。職前及在職生物教師對科學本質的瞭解。中華民國第四屆科學教育學術研討會。國科會。257-283。  延伸查詢new window
3.Gudmundsdottir, S.(1987)。Learning to teach social studies: Case study of Chris and Cathy。The Annual Meeting of American Education Research Association。Washington, DC。  new window
4.鄭湧涇(1987)。生物教師必備教學能力研究。臺北：行政院國家科學委員會。1-25。  延伸查詢new window
研究報告
1.李田英(1990)。師專與師院畢業生國小自然科教學能力及態度之比較研究 (計畫編號：NSC78-0111-S003-35)。  延伸查詢new window
2.李田英(1990)。師專與師院畢業生國小自然科教學能力及態度之比較研究 (計畫編號：NSC79-0111-S003-04)。  延伸查詢new window
學位論文
1.McEwan, H.(1987)。Interpreting the Subject Domains for Students: Towards a Rhetorical Theory of Teaching(博士論文)。University of Washington。  new window
2.Peters, J. M.(1990)。A Study of Subject Matter Knowledge in the Teaching of Science(博士論文)。University of Pittsburgh。  new window
3.Wilson, S. M.(1988)。Understanding Historical Understanding: Subject Matter Knowledge and the Teaching of American History(博士論文)。Stanford University。  new window
4.林曉雯(1994)。國中生物教師教學表徵的詮釋性研究(博士論文)。國立臺灣師範大學。new window  延伸查詢new window
圖書
1.臺灣省國民學校教師研習會(1976)。國民小學教師基本能力研究報告。  延伸查詢new window
2.Jackson, P. W.(1968)。Life in Classrooms。New York：Holt, Rinehart & Winston。  new window
3.Tobin, K.、Fraser, B. J.(1989)。Exemplary Practice in Science and Mathematics Education。Perth：Curtin University of Technology。  new window
4.Lortie, D. C.(1975)。Schoolteacher: A sociological study。The University of Chicago press。  new window
5.Elbaz, F.(1983)。Teacher Thinking: A study of practical knowledge。NY：Nichols。  new window
6.Schön, Donald A.(1983)。The reflective practitioner: How professionals think in action。Basic Books, Inc.。  new window
7.Glaser, Barney G.、Strauss, Anselm Li(1967)。The discovery of grounded theory: Strangers for qualitative research。Aldine Publishing Co.。  new window
單篇論文
1.Gage, N. L.(1978)。NIE Conference of Studies in Teaching, Panel 6, Teaching as Clinical Information Processing，Washington：National Institute of Education。(ED 111 807)。  new window
圖書論文
1.Elba, F.(1990)。Knowledge and discourse: The evolution of research on teacher thinking。Insights into Teachers' Thinking and Practice。New York：Falmer。  new window
2.Erickson, F.(1986)。Qualitative methods in research on teaching。Handbook of Research on Teaching。New York：Macmillan。  new window
3.Grossman, P. L.、Wilson, S. M.、Shulman, L. S.(1989)。Teachers of substance: Subject matter knowledge for teaching。Knowledge Base for the Beginning Teacher。Oxford：Pergamon。  new window
4.Wilson, S. M.、Schulman, Lee S.、Richert, A. E.(1987)。''150 different ways'' of knowing: Representations of knowledge in teaching。Exploring Teachers' Thinking。London：Cassell。  new window
5.Clark, Christopher M.、Peterson, Penelope L.(1986)。Teachers' thought processes。Handbook of Research on Teaching。Macmillan。  new window
 
 
 
 
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