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研究生: 陳韋翰
Chen, Wei-Han
論文名稱: 探討在不同教學情境下科學教學導向與教學規劃的關聯:以兩位資深高中物理教師為例
Exploring the relationship between science teaching orientations and teaching plans in different teaching contexts: two cases of experienced high school physics teachers
指導教授: 方素琦
Fang, Su-Chi
學位類別: 碩士
Master
系所名稱: 科學教育研究所
Graduate Institute of Science Education
論文出版年: 2020
畢業學年度: 108
語文別: 中文
論文頁數: 154
中文關鍵詞: 科學教學導向教師信念資深物理教師教學規劃教學情境
英文關鍵詞: Science teaching orientations, Teacher beliefs, experienced physics teachers, teaching plans, teaching contexts
DOI URL: http://doi.org/10.6345/NTNU202000883
論文種類: 學術論文
相關次數: 點閱:156下載:7
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  • 科學教學導向(Science Teaching Orientations, STOs)為一組信念的集合,包含教師對科學教育目的信念、科學本質的信念及科學教學與學習的信念。先前的研究已指出多種個別教師信念與教學情境在教學決策中扮演關鍵的角色。然而,尚未有研究以STOs, 即教師信念集合的觀點,探究其在不同教學情境中與教學實務之間的關聯性。本研究採個案研究法探討兩位公立高中資深物理教師在不同教學情境下(例如: 特色課程與一般學科課程) 教師STOs的差異及其與教學規劃的關聯。資料收集包含課程前後半結構式訪談及課堂觀察。資料分析以STOs的架構與教學情境的決策因素為依據,解析與詮釋教師在無特定情境下的個人的科學教學導向 (personal STOs, p-STOs),並比較在特定情境下教師展現的科學教學導向 (enacted STOs, e-STOs) 的差異。研究結果顯示: (一) 兩位個案教師皆持有複雜與多樣的p-STOs,且三種信念彼此具有關聯性,甚至有衝突的連結。 (二) 教師在不同的教學情境下,展現出截然不同的e-STOs,尤其是教師科學教學與學習信念的面向。(三) 教師在不同教學情境的e-STOs,僅呼應出部份的p-STOs。教師在進行教學規劃時,教學情境有時會凌駕於p-STOs,扮演更重要的教學決策。此外,本研究也顯示教師所面臨科學本質信念融入單元教學規劃的困難性。並討論未來在探討科學教育目的信念與教學實務關聯性時,研究方法上的挑戰。

    Science teaching orientations (STOs) are a set of teachers’ beliefs, consisting of beliefs about purposes of science education, beliefs about nature of science, and beliefs about science teaching and learning. Previous studies have pointed out that several teacher beliefs and teaching contexts play a key role in teachers’ pedagogical decision-making. However, it is not clear how STOs, that is, a set of teachers’ beliefs, influence teaching practices in different teaching contexts. This study uses a case-study approach to explore two high school expert physics teachers’ STOs and their relationships with teaching plans in different teaching contexts (for example: featured curriculum V.S. regular subject-domain curriculum). Qualitative data including before- and after-lesson semi-structured interviews and lesson observations were collected. The framework of STOs and contextual factors were utilized to analyze and interpret the teachers’ non-context-specific personal STOs (p-STOs), and to compare their context-specific enacted STOs (e-STOs) in different teaching contexts. The results showed that (1) the two teachers’ p-STOs are sophisticated. The p-STOs components are interrelated with each other and in some cases, in conflict with each other. (2) The teachers held distinct e-STOs in different contexts, especially in their beliefs about science teaching and learning. (3) The teachers’ e-STOs reflect part of their p-STOs. It is noted that in some cases, contextual factors override the teachers’ p-STOs to influence their pedagogical decisions. Moreover, the findings indicated the challenges the teachers encountered when integrating the nature of science in science teaching. Some methodological issues regarding the research on the relationship between teacher beliefs about purposes of science education and teaching practices are discussed.

    摘要 i Abstract iii 目次 v 表次 viii 圖次 ix 第壹章 緒論 1 第一節 研究背景 1 第二節 研究目的與問題 4 第三節 研究的重要性 5 第四節 名詞釋義 6 第貳章 文獻探討 8 第一節 科學教學導向 8 一、學科教學知識 (PCK) 與科學教學導向 (STOs) 8 二、科學教學導向(STOs)的種類與特徵 12 第二節 教師信念的定義與來源 17 一、教師信念的定義 17 二、教師信念的特質 19 三、教師信念形成 21 四、資深教師信念的特質 22 第三節 教師信念、教學實務與教學情境 25 一、教師信念與教學實務的關聯性 25 二、教學情境對教師信念與教學實務之間的影響 27 第參章 研究方法 31 第一節 研究取向與流程 31 第二節 研究對象與環境 33 一、研究對象 33 二、研究場域 34 三、研究單元 36 第三節 研究工具與資料收集 38 第四節 資料分析 44 第五節 研究信效度與限制 59 第肆章 研究結果與發現 61 第一節 個案資深教師在非特定教學情境下科學教學導向(p-STOs)的特徵 61 一、個案教師的科學教育目的信念 61 二、個案教師的科學本質教學信念 62 三、個案教師的科學教學與學習的信念 65 第二節 何老師在特定教學情境下的單元教學規劃與科學教學導向(e-STOs) 73 一、三年級自然組普通班課程 : 光雙狹縫干涉的教學設計 73 二、一年級物理領域探索課程 : 科學研究資料分析與處理的教學設計 81 第三節 王老師在特定教學情境下的單元教學規劃與科學教學導向(e-STOs) 90 一、三年級自然組普通班課程 : 光雙狹縫干涉的教學設計 90 二、二年級科學班課程 : 光雙狹縫干涉的教學設計 98 第四節 研究發現 105 第伍章 討論與建議 129 第一節 討論與結論 129 一、 資深教師的p-STOs 129 二、 比較不同教學情境的e-STOs 131 三、 p-STOs與e-STOs的比較 132 第二節 建議與回饋 135 一、 未來研究建議 135 二、 未來師資培育建議 137 參考文獻 138 附錄 150 附錄一 教師科學教學導向(p-STOs)訪談大綱與題目 150 附錄二 課堂教學前訪談(e-STOs)大綱與問題 153 附錄三 課後訪談問題 154

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    (二) 中文文獻
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