臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：國中學生對科學教師學科教學之知覺
書刊名：科學教育學刊
作者：王國華 引用關係／段曉林 引用關係／張惠博
作者(外文)：Wang, Kuo-hua／Tuan, Hsiao-lin／Chang, Huey-por
出版日期：1998
卷期：6:4
頁次：頁363-381
主題關鍵詞：教師學科教學知識；質與量數據統合運用；學生的知覺；Pedagogical content knowledge；Combining qualitative and quantitative data；Student perception
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(16) 博士論文(12) 專書(1) 專書論文(0)
  • 排除自我引用排除自我引用:16
  • 共同引用共同引用:29
  • 點閱點閱:30
　　　　　Shulman認為教師必須具備良好的學科教學知識(pedagogical content knowledge)，其為教師能否施行有效教學的重要指標。對於教師學科教學的研究，過去都以教師為主要研究對象，而很少由學生的角度來探討，本研究的目的，即試圖探討學生在教室環境中對科學教師學科教學表現的感受，以了解我國科學課室教學的面貌。本研究統合收集和皆析質與量的數據，以探討研究的主題。量的資收集主要以問卷調查為主，研究對象為本省臺北、臺中、和高雄三都會區的國中學生，利用二階段叢集隨機取樣方式，抽出以上三都會區二十五所國中，共50班作為施測的對象，受調查學生人數共計1879人。研究工具主要為「學生對教師學科教學知覺」問卷，分別對受調查班級的學生進行調查。質的資料收集則選取生物教師三位、理化教師三位，以「學生對教萱學科教學知覺」問卷為主要參考架構，對上述六位科學教師上課情形進行室觀察和錄影、師生晤談、及文件資料收集，所收集資料，經歸納、分析、和比較，以進一步印證量的資料結果。研究發現學生認為科學教師的學識豐富可能肯定，但覺察到老師經常利用考試來檢查他們的學習情形，而老師所用之知識表徵方式和教學策略與活動等的多樣性較少；本研究也發現學生對教萱的學科教學知覺隨教師性別、學科、學生性別、學校大小和地理位置等因素而有顯著不同。本研究的結果，除可供教師自我教學反省改進外，也可提供師資培育課程(包含課程內容與傳授方法)之參考，以協助未來科學教師獲得他們在教學中所需要的知能。
　　　　　Pedagogical content knowledge (PCK) has been suggested by Shulman as one major indicator of a teacher's ability to implement an effective classroom strategies. assessing teachers' knowledge form the students' points of view is suggested as reliable and valid. Therefore, the purpose of this study was to investigate what are students' perceptions of their science teacher's knowledge, and what factors influence students' perceptions of science teacher's knowledge. A combination of quantitative and qualitative data collection and analysis was used in this study. "The Students Perceptions of Teachers' Knowledge" (SPOTK) questionnaire was used to explore students' perceptions of their science teacher's teaching. A two-stages-cluster random sampling was used. The sample included fifty classes of students from the metropolitan areas of Taipei, Taichung, and Kaoshiung (N=1879). The qualitative data were collected by using classroom observation, videotaping, and interviews. Six science teachers and their classes were observed. Study results indicate that the students perceived their science teachers as generally knowledgeable and competent. Students perceived that their teachers tested them frequently and used a limited variety of instructional strategies. the study also finds that the students' perception of their teachers' knowledge varied with such factors as subject matter, teacher sex, student sex, location of schools, and size of school. It is argued that the findings from this study may help teachers in the following ways: (1) provide an opportunity to reflect their own teaching; (2) help to assess their classroom teaching, and (3) provide information for improving the PCK of preservice science teachers.
期刊論文
1.Clark, D. L.(1987)。High school seniors react to their teachers and their schools。The Phi Delta Kappan，68(7)，503-509。  new window
2.Gess-Newsome, J.、Lederman, N. G.(1993)。Preservice biological teachers' knowledge structures as a function of professional teacher education: A year-long assessment。Science Education，77(1)，25-45。  new window
3.Carpenter, T. P.、Fennema, E.、Petersen, P.、Carey, D.(1988)。Teachers' pedagogical content knowledge of students' problem solving in elementary arithmetic。Journal of Research in Mathematics Education，19(5)，385-401。  new window
4.Kennedy, M. M.(1998)。Education reform and subject knowledge。Journal of Research in Science Teaching，35(3)，249-263。  new window
5.AIbrecht, J. D.、Hanna, G. S.、Hoyt, D. P.(1986)。A comparison of high school student ratings of teaching effectiveness with teacher self-ratings: factor analytic and multitrait-multi-method analysis。Educational and Psychological Measurement，46，223-231。  new window
6.Carlsen, W. S.(1991)。Effects of new biology teachers' subject-matter knowledge on curricular planning。Science Education，75(6)，631-647。  new window
7.Chàvez, R. C.(1984)。The use of high-inference measures to study classroom climate: A Review。Review of Educational Research，54(2)，237-261。  new window
8.Clermont, C. P.、Borko, H.、Krajcik, J. S.(1994)。Comparative study of the pedagogical content knowledge of experience and novice chemical demonstrators。Journal of Research in Science Teaching，31(4)，419-441。  new window
9.Gess-Newsome, J.、Lederman, N. G.(1995)。Biology teachers' perceptions of subject matter structure and its relationship to classroom practice。Journal of Research in Science Teaching，32(3)，301-325。  new window
10.Hashweh, M.(1987)。Effects of subject-matter knowledge in teaching of biology and physics。Teaching and Teacher Education，3(2)，109-120。  new window
11.Hauslein, P. L.、Good, R. G.、Cummins, C. L.(1992)。Biology content cognitive structure: From science student to science teacher。Journal of Research in Science Teaching，29(9)，939-964。  new window
12.Tobin, K.、Garnett, P.(1988)。Exemplary practice in science classroom。Science Education，72，197-208。  new window
13.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
14.張惠博(19960300)。職前科學教師學科教學知識發展之研究。科學教育學刊，4(1)，59-92。new window  延伸查詢new window
15.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
16.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
17.林曉雯、楊榮祥(19980100)。Biology Teachers' Knowledge Base of Instructional Representations。Proceedings of the National Science Council. Part D, Mathematics, Science, and Technology Education，8(1)，22-32。  new window
18.Marks, R.(1990)。Pedagogical content knowledge: From a mathematical case to a modified conception。Journal of Teacher Education，41(3)，3-11。  new window
19.Yager, R. E.、Hidayat, E. M.、Penick, J. E.(1988)。Features which separate least effective from most effective science teachers。Journal of Research in science Teaching，25(3)，165-177。  new window
20.Tamir, Pinchas(1988)。Subject matter and related pedagogical knowledge in teacher education。Teaching and Teacher Education，4(2)，99-110。  new window
21.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
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.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
會議論文
1.Magnusson, S.、Borko, H.、Krajcik, J.、Layman, J.(1992)。The relationship between teacher content knowledge of heat energy and temperature。The annual meeting of the National associaton for Research in Science Teaching。Boston。  new window
2.Mason, C.(1988)。A collaborative effort to effectively evolve pedagogical content knowledge in preservice teachers。The annual meeting of the National Association for Research in Science Teaching, Lake of the Ozarks, MO.。MO。  new window
3.Bellamy, M.、Borko, H.、Lockard, D.(1992)。The role of three types of teacher knowledge-content knowledge, pedagogical knowledge, and pedagogical content knowledge-in the teaching of high school rnendellian genetics。The annual meeting of the National Association for Research in Science Teaching。Boston。  new window
4.Gess-Newsome, J.(1992)。Biology teachers' perceptions of subject matter structure and its relationship to class room practice。The annual meeting of the National Association for Research in Science Teaching。Boston。  new window
5.Espinet, M.(1988)。The development of pedagogical content knowledge of beginning high school chemistry teachers with a strong chemistry background but no formal training in education。The Annual Meeting of the American Educational Research Association。Lake of the Ozarks, MO.。  new window
6.Gudmundsdottir, S.(1987)。Pedagogical content knowledge: Teachers ways of knowing。The Annual Meeting of the American Educational Research Association。Washington, D.C.。  new window
7.Loughran, J.、Derry, N.(1995)。Researching teaching for understanding: the students' perspective。The Annual Meeting of the American Educational Research Association，(會議日期: April 18-22, 1995)。San Francisco, Ca.。  new window
8.Tuan, H. L.、Chang, H. P.、Wang, K. H.、Treagust, D. F.(1997)。The development of a questionnaire for assessing student perceptions of teachers knowledge in Taiwan and Australia。The annual meeting of the National Association for Research in Science Teaching。Chicago, IL. U.S.A.。  new window
9.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
10.Carlsen, W. S.(1987)。Why do you ask? The effects of science teacher subject-matter knowledge on teacher questioning and classroom discourse。The Annual Meeting of the American Educational Research Association。Washington D. C.。  new window
11.Gallagher, J.、Tobin, K.(1985)。Teacher management and student engagement in high school science。The annual meeting of the National Association for Research in Science Teaching。French Lick Springs, IN。  new window
學位論文
1.Grossman, P. L.(1988)。A study in contrast: Sources of pedagogical content knowledge for secondary English(博士論文)。Stanford University。  new window
圖書
1.Stern, G. G.、Stein, M. I.、Bloom, B. S.(1956)。Methods in Personality Assessment。Free Press。  new window
2.Murray, H. A.(1938)。Explorations in personality。New York：Oxford University Press。  new window
3.National Research Council(1996)。National Science Education Standards。Washington, DC：National Academy Press。  new window
4.American Association for the Advancement of Science(1993)。Benchmarks for science literacy。Oxford University Press。  new window
5.Denzin, Norman K.(1978)。The Research Act: A Theoretical Introduction to Socilogical Methods。New York, NY：McGraw-Hill。  new window
圖書論文
1.Carter, K.、Doyle, W.(1987)。Teachers' knowledge structure and comprehension process。Exploring teachers' thinking。London：Cassel。  new window
2.Duschl, R. A.、Waxman, H. C.(1991)。Influencing the learning environments of student teaching。Educational Environments: Evaluation, antecedents and consequences。New York：Pergamon Press。  new window
3.Fraser, B. J.(1991)。Two decades of clssroom environment research。Educational Environments: Evaluation, antecedents and consequences。New York：Pergamon Press。  new window
4.Happs, J.(1987)。Good teaching of invalid information: Exemplary junior secondary science teachers outside their field of expertise。Exemplary practice in science and mathematics teaching。Perth：Curtin University of Technology。  new window
5.Kennedy, M. M.(1990)。Choosing a goal for professional education。Handbook of Research on Teacher Education。New York：MacMillan。  new window
6.Walberg, H. J.(1991)。Educational productivity and talent development。Educational Environments: Evaluation, antecedents and consequences。New York：Pergamon Press。  new window
7.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
8.Wilson, S. M.、Shulman, L. S.、Richert, A. E.(1987)。"150 different ways" of knowing: representation of knowledge in teaching。Exploring teachers' thinking。Eastbourne, England：Cassell。  new window
9.Brophy, J. E.、Good, T. L.(1986)。Teacher behavior and student achievement。Handbook of research on teaching。New York, NY：Macmillan Press。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
無相關點閱
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：490（臺灣：488，外國：2） ／ 本年度總使用人次：1614293 ／ 訪客人次（自102年09月）：67410446
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上