臺灣和西澳科學教室環境的合作研究--研究架構、方法及對臺灣科學教育的啟思_

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題名：	臺灣和西澳科學教室環境的合作研究--研究架構、方法及對臺灣科學教育的啟思
書刊名：	科學教育學刊
作者：	楊榮祥／Fraser,Barry
作者(外文)：	Yang, Jong-hsiang
出版日期：	1998
卷期：	6:4
頁次：	頁325-342
主題關鍵詞：	教室環境；教師信念；跨國合作研究；學生知覺；classroom environment；Cross-national collaborative study；Students' perception；Teachers' beliefs
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(10) 博士論文(3) 專書(0) 專書論文(0) 排除自我引用:10 共同引用:28 點閱:69

　　　　　本文的目的為報導臺灣和西澳科學教室環境跨國合作研究的架構和方法。此項國際合作研究的目的為比較二國科學教室的本質，以探討影響教師營造正向教室環境的可能因素。本研究共有9位臺灣和6位西澳的學者合組5個研究群，分別由教育環境各種不同層面，包括教師信念、學生對教室環境、教師行為，及教師知識的知覺(Perception)等層面切入研究。各研究群分別發展並效化有關研究主題之教皺環境問卷，包：學生對教室氣氛的知覺(WIHIC)，學生對教師行為的知覺(TSI)，學生對教師知識的知覺(SPOTK)，教師對定和科學教學的信念(BASSSQ)等核心問卷，經α信度考驗和因素分析之外，並以返譯(Back-translation)程序，保障翻譯效度(Translation validity)。由都會區學校取樣之國中一、二年級(臺灣)或第7、8年級(西澳)男女合班的班各50班，共有1879(臺灣)和1081(西澳)位學生參與問卷的填答。根據所收集量化數據(Quantitative data)，再深入收集質性數據(Qualitative data)，所運用的方法包括教室觀察、師生晤談以及隨筆實記(Anecdote)等技術，以詮釋所觀察事實、現象或其他資料背後的意義(Meaning)或價值觀(Value)，並皆別由5個研群據以陸續發表其研究結果。各研究群均指出：影響臺灣教師營造正向科學教室環境的主要因素係來自社會和家長對學教師的角色偏向的期望，並導出三項主要缺失，包括：忽略科學知識的暫時性本質、忽視個別學生的自我和自尊，而將教室孤立於社會生態環境之。本文作者根據各研究群所得結果，針對臺灣的科學教育提出一些檢討和建議。

以文找文

　　　　　The purpose of this paper was to report the research framework and methodology of a collaborative research on science classroom environments in Taiwan and Australia. The objective of this collaborative research was to investigate factors preventing science teachers from creating positive classroom environments in Taiwan and Australia. Nine Taiwanese and 6 Australian researchers were involved in this cross-national study. Five sub-groups consisting of researchers from both countries investigated different aspects of classroom environment, including teachers' beliefs, students' perceptions on their classroom environment, including teachers' beliefs, students' perceptions on their classroom climate, and teachers' beliefs, students' perceptions on their classroom climate, and teacher's behavior and knowledge. Four core questionnaires, "What Is happening In This Class?" (WIHIC), "Teacher-Student Interaction" (TSI), "Students' Perceptions of Teachers' Knowledge" (SPOTK), and "Beliefs about Science and School Science Questionnaires" (BASSQ) were developed and validated by each of the sub-groups. A "back-translation" technique was applied to ensure validity in translation between languages. The questionnaire was administered to 1879 students form 50 classes in Taiwan and 1081 students form 50 classes in Australia. The quantitative data form the questionnaires were used to guide the collection of qualitative data, using classroom observations, interviews with teachers and students, and narrative stories or anecdotes written by the researchers. The qualitative data enabled researchers to interpret the questionnaires more meaningfully and provide richer insight into the results from each country. Results indicated that social expectation about teachers' role was the main factor preventing science teachers from creating positive classroom environment in Taiwan. Three major consequences of environments were identified. Implications and suggestions based on results of each of 5 sub-groups are introduced for the community of science educators in Taiwan.

以文找文

期刊論文
1.	林陳涌、楊榮祥(19980600)。利用凱利方格晤談法探討教師對科學本質的觀點--個案研究。科學教育學刊，6(2)，113-128。延伸查詢
2.	Fraser, B. J.、Fisher, D. L.(1986)。Using short forms of classroom climate instruments to assess and improve classroom psychosocial environment。Journal of College Science Teachings，23(5)，387-413。
3.	Burden, Robert L.、Fraser, Barry J.(1993)。Use of Classroom Environment Assessments in School Psychology: A British Perspective。Psychology in the Schools，30(3)，232-240。
4.	Booth, Lesley R.(1991)。Child-Methods in Secondary Mathematics。Educational Studies in Mathematics，12(1)，29-41。
5.	Fisher, Darrell L.、Fraser, Barry J.(1983)。A Comparison of Actual and Preferred Classroom Environments as Perceived by Science Teachers and Students。Journal of Research in Science Teaching，20(1)，55-61。
6.	Fraser, Barry J.、Fisher, Darrell L.(1983)。Use of Actual and Preferred Classroom Environment Scales in Person-Environment Fit Research。Journal of Educational Psychology，75(2)，303-313。
7.	楊榮祥(19930700)。A Comparative Study of Taiwanese and Scottish Students' Problem Solving Skills as Performed in the International Assessment of Educational Progress 1991。Proceedings of the National Science Council. Part D, Mathematics, Science, and Technology Education，3(2)，80-93。
8.	Horton, Robin(1976)。African Traditional Thought and Western Science。Africa，37，50-71。
9.	Lin, Fou-Lai(1988)。Societal Differences and Their Influences on Children's Mathematics Understanding。Educational Studies in Mathematics，19(4)，471-497。
10.	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。延伸查詢
11.	Hodson, D.(1993)。In search of a rationale for multicultural science education。Science Education，77(6)，685-711。
12.	Lerman, S.(1989)。Constructivism, mathematics and mathematics education。Educational Studies in Mathematics，20，211-223。
13.	Ogawa, Masakata(1995)。Science education in a multiscience perspective。Science Education，79(5)，583-593。
14.	佘曉清(19980100)。Interaction between Different Gender Students and Their Teacher in Junior High School Biology Classes。Proceedings of the National Science Council. Part D, Mathematics, Science, and Technology Education，8(1)，16-21。
15.	Ogaw, Masakata(1995)。What Is the Value or Worth of Learning Science?: From the Perspective of 'Science As the Culture of Scientific Community'。Journal of Science Education in Japan，19(1)，19-27。
16.	楊榮祥(1992)。1992國際數理教育評鑑 IAEP--我們能夠學到什麼？。科學教育月刊，149，2-31。延伸查詢
17.	Reynolds, A.(1992)。What is competent beginning teaching? A review of the literature。Review of Educational Research，62(1)，1-35。

會議論文
1.	Wallace, J.、Chou, C. Y.(1998)。Combining Quantitative and Qualitative Approaches in Exploring Socio-Cultural Perspectives on the Learning Environment in Taiwan and Australia。The Annual Meeting of the National Association for Research in Science Teaching (NARST)，(會議日期: April 19-22, 1998)。San Diego, CA。
2.	Tuan, Hsiao-lin、Chang, Huey-Por、Wang, Kuo-Hua、Treagust, David F.(1998)。Combining Qualitative and Quantitative Approaches in a Cross-National Study of Learning Environment in Taiwan and Australia。The Annual Meeting of the National Association for Research in Science Teaching，(會議日期: April 19-22, 1998)。San Diego, CA。
3.	Tuan, Hsiao-lin、Chang, Huey-Por、Wang, Kuo-Hua、Treagust, David F.(1997)。The Development of a Questionnaire for Assessing Student Perception of Teachers' Knowledge in Taiwan and Australia。The Annual Meeting of the National Association for Research in Science Teaching，(會議日期: March 21-24, 1997)。Oak Brook, IL。
4.	She, Hsiao-Ching、Fisher, Darrell L.(1998)。Combining Quantitative and Qualitative Approaches in Studying Student Perceptions of Teacher Behavior in Taiwan and Australia。The Annual Meeting of the National Association for Research in Science Teaching，(會議日期: April 19-22, 1998)。San Diego, CA。
5.	She, Hsiao-Ching、Fisher, Darrell L.(1997)。The Development and Validation of a Questionnaire for Assessing Student Perceptions of Teacher-Student Interaction in Taiwan and Australia。The Annual Meeting of the National Association for Research in Science Teaching，(會議日期: March 21-24, 1997)。Chicago, IL。
6.	Huang, T. C. I.、Fraser, B. J.、Aldridge, J. M.(1998)。Combining Quantitative and Qualitative Approaches in Studying Classroom Climate in Taiwan and Australia。The Annual Meeting of the National Association for Research in Science Teaching，(會議日期: April 19-22, 1998)。San Diego, CA。
7.	Huang, T. C. I.、Fraser, B. J.(1997)。The Development of a Questionnaire for Assessing Student Perceptions of Classroom Climate in Taiwan and Australia。The Annual Meeting of the National Association for Research in Science Teaching，(會議日期: March 21-24, 1997)。Chicago, IL。
8.	Hand, B.、Treagust, D.、Vence, K.(1997)。Student Perception of the Social Constructivist Classroom。Workshop on Implication of Constructivist Ideas for Teaching Science, Learning Science, Learning How to Teach Science and Doing Research。NTNU。
9.	Fraser, B. J.(1996)。Grain Sizes in Educational Research: Combining Qualitative and Quantitative Methods。The seminar on Research Methods in the Study of Science Classroom Environments。Taipei, Taiwan, ROC。
10.	Dryden, M.、Fraser, B. J.(1996)。Evaluating Urban Systemic Reform Using Classroom Learning Environment Instrument。The Annual Meeting of the American Educational Research Association。New York。
11.	Chou, C. Y.、Wallace, J.(1998)。Essence and Variation: Similarity and Difference in Taiwanese and Australian Science Classrooms。The Annual Meeting of the National Association for Research in Science Teaching，(會議日期: April 19-22, 1998)。San Diego, CA。
12.	Chen, C. C.、Taylor, P. C.、Aldridge, J. M.(1998)。Combining Quantitative and Qualitative Approaches in Studying Teachers' Beliefs About Science and Science Teaching in Taiwan and Australia。The Annual Meeting of the National Association for Research in Science Teaching，(會議日期: April 19-22, 1998)。San Diego, CA。
13.	Chen, Chung-Chih、Taylor, P. C.、Aldridge, J. M.(1997)。Development of a Questionnaire for Assessing Teachers' Beliefs about Science and Science Teaching in Taiwan and Australia。The Annual Meeting of the National Association for Research in Science Teaching，(會議日期: March 21-24, 1997)。Oak Brook, IL。
14.	Fraser, B. J.、Fisher, D. L.、McRobbie, C. J.(1996)。Development, Validation, and Use of Personal and Class forms of a New Classroom Environment Instrument。The Annual Meeting of the American Educational Research Association。New York。

研究報告
1.	Ogawa, M.(1996)。Toward an Epic Description of Science Education: Cultural History of Science Education in Japan。

圖書
1.	Lapointe, A. E.、Askew, J. M.、Mead, N. A.(1992)。Learning science。Princeton, NJ：Educational Testing Service。
2.	Fosnot, C. T.(1989)。Enquiring teachers, enquiring learners: a constructivist approach for teaching。New York：Teachers College Press。
3.	Fraser, B. J.(1986)。Classroom environment。London。
4.	Von Glasersfeld, Ernst(1991)。Radical constructivism in mathematics education。Boston：Kluwer Academic。
5.	Hart, K. M.(1981)。Children's Understanding of Mathematics: 11-16。London：John Murray。
6.	Stern, G. G.、Stein, M. I.、Bloom, B. S.(1956)。Methods in Personality Assessment。Free Press。
7.	Tobin, K.、Kahle, J. B.、Fraser, B. J.(1990)。Windows into Science Classes: Problems Associated with Higher-Level Cognitive Learning。London：Falmer。
8.	Fraser, B. J.、Walberg, H. J.(1991)。Educational Environments: Evaluation, Antecedents and Consequences。Oxford, England：London：Pergamon Press。
9.	Cobern, W. W.(1991)。World View Theory and Science Education Research。National Association for Research in Science Teaching。
10.	Wubbels, Theo、Levy, Jack(1993)。Do You Know what You Look Like? Interpersonal Relationships in Education。London：Falmer Press。
11.	Murray, H. A.(1938)。Explorations in personality。New York：Oxford University Press。

圖書論文
1.	Von Glasersfeld, Ernst(1984)。An Introduction to Radical Constructivism。Knowing without Metaphysics: Aspects of the Radical Constructivist Position。
2.	Fraser, B. J.、Tobin, K.(1991)。Combining Qualitative and Quantitative Methods in Classroom Environment Research。Educational Environments: Evaluation, Antecedents, Consequences。London：Pergamon。
3.	Fraser, B. J.(1994)。Research of Classroom and School Climate。Handbook of Research on Science Teaching and Learning。New York：Macmillan。
4.	Elkana, Y.(1981)。A Programmatic Attempt at an Anthropology of Knowledge。Science and Cultures: Anthropological and Historical Studies of the Sciences。Dordrecht, Holland：Reidel Publishing Company。
5.	Fraser, B. J.(1993)。Incorporating Classroom and School Environment Ideas into Teacher Education Programs。Teacher Educators' Annual Handbook。Brisbane, Queensland：Queensland University of Technology。
6.	Erickson, Frederick(1986)。Qualitative methods in research on teaching。Handbook of research on teaching。New York：Macmillan。

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