研究生: |
湯宜佩 Tang, Yi-Pei |
---|---|
論文名稱: |
協同教學如何影響高中教師於探究活動實施論證教學的專業發展之個案研究 A Case Study of the Collaborative Teaching on a High School Teacher's Professional Development in Argumentation Instruction under Inquiry Teaching Contexts |
指導教授: |
許瑛玿
Hsu, Ying-Shao |
口試委員: |
林樹聲
Lin, Shu-Sheng 洪志誠 Hong, Chi-Cherng 洪振方 Hung, Jeng-Fung 顏妙璇 Yen, Miao-Hsuan 許瑛玿 Hsu, Ying-Shao |
口試日期: | 2021/10/15 |
學位類別: |
博士 Doctor |
系所名稱: |
科學教育研究所 Graduate Institute of Science Education |
論文出版年: | 2021 |
畢業學年度: | 109 |
語文別: | 中文 |
論文頁數: | 134 |
中文關鍵詞: | 論證 、論證教學 、教師專業發展 、協同教學 、探究與實作 |
英文關鍵詞: | Argument, Argumentation Instruction, Teacher professional development, Collaborative teaching, Inquiry and Practice |
研究方法: | 個案研究法 |
DOI URL: | http://doi.org/10.6345/NTNU202101783 |
論文種類: | 學術論文 |
相關次數: | 點閱:142 下載:0 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
Aldahmash, A. H., Alshamrani, S. M., Alshaya, F. S., & Alsarrani, N. A. (2019). Research Trends in In-service Science Teacher Professional Development from 2012 to 2016. International Journal of Instruction, 12(2), 163-178. doi:10.29333/iji.2019.12211a
Bacharach, N., & Heck, T. W. (2007). Co-Teaching In Higher Education. Journal of College Teaching & Learning (TLC), 4(10), 9-16.
Bacharach, N., Heck, T. W., & Dahlberg, K. (2007). Co-Teaching in Higher Education. College Teaching & Learning, 4(10), 9-16.
Bell, P., & Linn, M. C. (2010). Scientific arguments as learning artifacts: designing for learning from the web with KIE. International Journal of Science Education, 22(8), 797-817. doi:10.1080/095006900412284
Berland, L. K., & Reiser, B. J. (2009). Making sense of argumentation and explanation. Science Education, 93(1), 26-55. doi:10.1002/sce.20286
Bhattacharyya, S., Volk, T., & Lumpe, A. (2017). The Influence of an Extensive Inquiry-Based Field Experience on Pre-Service Elementary Student Teachers’ Science Teaching Beliefs. Journal of Science Teacher Education, 20(3), 199-218. doi:10.1007/s10972-009-9129-8
Braaten, M., & Windschitl, M. (2011). Working toward a stronger conceptualization of scientific explanation for science education. Science Education, 95(4), 639-669. doi:10.1002/sce.20449
Cavagnetto, A. R. (2010). Argument to Foster Scientific Literacy. Review of Educational Research, 80(3), 336-371. doi:10.3102/0034654310376953
Christenson, N., Chang Rundgren, S.-N., & Zeidler, D. L. (2014). The Relationship of Discipline Background to Upper Secondary Students’ Argumentation on Socioscientific Issues. Research in Science Education, 44(4), 581-601. doi:10.1007/s11165-013-9394-6
Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18 947–967.
Cochran-Smith, M., & Lytle, S. L. (1999). The teacher research movement: A decade later. Educational Researcher, 28(7), 15–25.
Desimone, L. M. (2009). Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures. Educational Researcher, 38(3), 181-199. doi:10.3102/0013189x08331140
Driver, R., Newton, P., & Osborne, J. (2000). Establishing the Norms of Scientific Argumentation in Classrooms. Science Education, 84(3), 287-312.
Duschl, R. A., & Osborne, J. (2002). Supporting and Promoting Argumentation Discourse in Science Education. Studies in Science Education, 38(1), 39-72. doi:10.1080/03057260208560187
Duschl, R. A., Schweingruber, H. A., & Shouse, A. W. (2007). Taking Science to School: Learning and Teaching Science in Grades K-8: National Academies Press.
Erduran, S., Ardac, D., & Yakmaci-Guzel, B. (2006). Learning to teach argumentation: Case studies of pre-service secondary science teachers. Mathematics, Science and Technology Education, 2(2), 1-14.
Erduran, S., & Jiménez-Aleixandre, M. a. P. (2008). Argumentation in science education: An over- view.
Erduran, S., & Jiménez-Aleixandre, M. P. (2008). Argumentation in Science Education: Argumentation in Science Education Perspectives from Classroom-Based Research: Springer.
Erduran, S., Simon, S., & Osborne, J. (2004). TAPping into argumentation: Developments in the application of Toulmin's Argument Pattern for studying science discourse. Science Education, 88(6), 915-933. doi:10.1002/sce.20012
Eskin, H., & Ogan-Bekiroglu, F. (2012). Argumentation as a Strategy for Conceptual Learning of Dynamics. Research in Science Education, 43(5), 1939-1956. doi:10.1007/s11165-012-9339-5
Eşkin, H., & Ogan-Bekiroğlu, F. (2009). Investigation of A Pattern Between Students’ Engagement in Argumentation and Their Science Content Knowledge: A Case Study. Mathematics, Science & Technology Education, 5(1), 63-70.
Evagorou, M., Jimenez-Aleixandre, M. P., & Osborne, J. (2012). ‘Should We Kill the Grey Squirrels?’ A Study Exploring Students’ Justifications and Decision-Making. International Journal of Science Education, 34(3), 401-428. doi:10.1080/09500693.2011.619211
Faize, F. A., Husain, W., & Nisar, F. (2017). A Critical Review of Scientific Argumentation in Science Education. EURASIA Journal of Mathematics, Science and Technology Education, 14(1). doi:10.12973/ejmste/80353
Fauth, B., Decristan, J., Decker, A.-T., Büttner, G., Hardy, I., Klieme, E., & Kunter, M. (2019). The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality. Teaching and Teacher Education, 86. doi:10.1016/j.tate.2019.102882
Fetters, M. K., Czerniak, C. M., Fish, L., & Shawberry, J. (2002). Confronting, Challenging, and Changing Teachers’ Beliefs: Implications From a Local Systemic Change Professional Development Program. Journal of Science Teacher Education, 13(2), 101-130.
Fischer, C., Fishman, B., Dede, C., Eisenkraft, A., Frumin, K., Foster, B., . . . McCoy, A. (2018). Investigating relationships between school context, teacher professional development, teaching practices, and student achievement in response to a nationwide science reform. Teaching and Teacher Education, 72, 107-121. doi:10.1016/j.tate.2018.02.011
Ford, M. (2008). Disciplinary authority and accountability in scientific practice and learning. Science Education, 92(3), 404-423. doi:10.1002/sce.20263
Golanics, J. D., & Nussbaum, E. M. (2007). Enhancing online collaborative argumentation through question elaboration and goal instructions. Journal of Computer Assisted Learning, 24(3), 167-180. doi:10.1111/j.1365-2729.2007.00251.x
Gultepe, N., & Kilic, Z. (2015). Effect of scientific argumentation on the development of scientific process skills in the context of teaching chemistry. International Journal of Environmental and Science Education, 10(1), 111-132. doi:10.12973/ijese.2015.234a
Haney, J. J., & Lumpe, A. T. (1995). A teacher professional development framework guided by science education reform policies, teachers’ needs, and research. Journal of Science Teacher Education, 6 (4), 187-196.
Henderson, C., Beach, A., & Famiano, M. (2007). Diffusion of Educational Innovations via Co-Teaching. Paper presented at the AIP Conference Proceedings.
Henderson, J. B., McNeill, K. L., González-Howard, M., Close, K., & Evans, M. (2018). Key challenges and future directions for educational research on scientific argumentation. Journal of Research in Science Teaching, 55(1), 5-18. doi:10.1002/tea.21412
Hogan, T., Rabinowitz, M., & Craven, J. A. (2003). Representation in Teaching: Inferences From Research of Expert and Novice Teachers. Educational Psychologist, 38(4), 235-247. doi:10.1207/s15326985ep3804_3
Jacobs, H. H. (1989). Interdisciplinary Curriculum: Design and Implementation: Alexandria, VA.
Kariuki, C. (2009). Professional Development for 21st Century Teachers: Effective Classroom Management. Retrieved from http://www.files.eric.ed.gov
Knight, A. M., Alves, C. B., Cannady, M. A., McNeill, K. L., & Pearson, P. D. (2004). Assessing Middle School Students’ Abilities to Critique Scientific Evidence. Paper presented at the Paper presented at the annual meeting of NARST, Pittsburg, PA.
Kuhn, T. S. (1996). The structure of scientific revolutions (3rd ed.): University of Chicago Press.
Kyndt, E., Gijbels, D., Grosemans, I., & Donche, V. (2016). Teachers’ Everyday Professional Development. Review of Educational Research, 86(4), 1111-1150. doi:10.3102/0034654315627864
Lavonen, J., Jauhiainen, J., Koponen, I. T., & Kurki‐Suonio, K. (2012). Effect of a long‐term in‐service training program on teachers' beliefs about the role of experiments in physics education. International Journal of Science Education, 26(3), 309-328. doi:10.1080/095006903200007433
Liu, S., & Roehrig, G. (2017). Exploring Science Teachers’ Argumentation and Personal Epistemology About Global Climate Change. Research in Science Education, 49(1), 173-189. doi:10.1007/s11165-017-9617-3
McLaughlin, M. W. (1990). The Rand change agent study revisited: Macro perspectives and micro realities. Educational Researcher, 19, 11-16.
McNeill, K. L., González-Howard, M., Katsh-Singer, R., & Loper, S. (2016). Pedagogical content knowledge of argumentation: Using classroom contexts to assess high-quality PCK rather than pseudoargumentation. Journal of Research in Science Teaching, 53(2), 261-290. doi:10.1002/tea.21252
McNeill, K. L., & Knight, A. M. (2013). Teachers’ Pedagogical Content Knowledge of Scientific Argumentation: The Impact of Professional Development on K-12 Teachers. Science Education, 97(6), 936-972. doi:10.1002/sce.21081
McNeill, K. L., & Krajcik, J. S. (2012). Supporting Grade 5-8 Students in Constructing Explanations in Science_ The Claim, Evidence, and Reasoning Framework for Talk and Writing: New York: Allyn and Bacon.
McNeill, K. L., Pimentel, D. S., & Strauss, E. G. (2013). The Impact of High School Science Teachers’ Beliefs, Curricular Enactments and Experience on Student Learning During an Inquiry-based Urban Ecology Curriculum. International Journal of Science Education, 35(15), 2608-2644. doi:10.1080/09500693.2011.618193
Opfer, V. D., & Pedder, D. (2011). Conceptualizing Teacher Professional Learning. Review of Educational Research, 81(3), 376-407. doi:10.3102/0034654311413609
Osborne, J. (2007). Science Education for the Twenty First Century. Mathematics, Science & Technology Education, 3(3), 173-184
Osborne, J. (2010). Arguing to learn in science: the role of collaborative, critical discourse. Science, 328(5977), 463-466. doi:10.1126/science.1183944
Osborne, J., Erduran, S., & Simon, S. (2004). Enhancing the quality of argumentation in school science. Journal of Research in Science Teaching, 41(10), 994-1020. doi:10.1002/tea.20035
Osborne, J. F., & Patterson, A. (2011). Scientific argument and explanation: A necessary distinction? Science Education, 95(4), 627-638. doi:10.1002/sce.20438
Passmore, C. M., & Svoboda, J. (2012). Exploring Opportunities for Argumentation in Modelling Classrooms. International Journal of Science Education, 34(10), 1535-1554. doi:10.1080/09500693.2011.577842
Roth, W.-M. (2002). Being and becoming in the classroom: Westport, CT: Ablex.
Roth, W.-M., Tobin, K., Carambo, C., & Dalland, C. (2005). Coordination in coteaching: Producing alignment in real time. Science Education, 89(4), 675-702. doi:10.1002/sce.20055
Roth, W.-M., Tobin, K., Zimmermann, A., Bryant, N., & Davis, C. (2002). Lessons on and from the dihybrid cross: An activity-theoretical study of learning in coteaching. Journal of Research in Science Teaching, 39(3), 253-282. doi:10.1002/tea.10018
Sadler, T. D. (2004). Informal reasoning regarding socioscientific issues: A critical review of research. Journal of Research in Science Teaching, 41(5), 513-536. doi:10.1002/tea.20009
Shepardson, D. P., & Harbor, J. (2004). ENVISION: the effectiveness of a dual‐level professional development model for changing teacher practice. Environmental Education Research, 10(4), 471-492. doi:10.1080/1350462042000291010
Simon, S., Erduran, S., & Osborne, J. (2006). Learning to Teach Argumentation: Research and development in the science classroom. International Journal of Science Education, 28(2-3), 235-260. doi:10.1080/09500690500336957
Simon, S., & Johnson, S. (2008). Professional Learning Portfolios for Argumentation in School Science. International Journal of Science Education, 30(5), 669-688. doi:10.1080/09500690701854873
Tobin, K., & Roth, W.-M. (2005). Implementing Coteaching and Cogenerative Dialoguing in Urban Science Education. School Science and Mathematics, 105(6)(105(6)), 313-322.
Toulmin, S. (1958). The Uses of Argument: Cambridge University Press, Cambridge, England.
Trumper, R., & Eldar, O. (2014). The effect of an MEd program in science education on teachers’ professional development: an Israeli case study. Professional Development in Education, 41(5), 826-848. doi:10.1080/19415257.2014.958244
Venville, G. J., & Dawson, V. M. (2010). The impact of a classroom intervention on grade 10 students' argumentation skills, informal reasoning, and conceptual understanding of science. Journal of Research in Science Teaching, n/a-n/a. doi:10.1002/tea.20358
Voogt, J. M., Pieters, J. M., & Handelzalts, A. (2016). Teacher collaboration in curriculum design teams: effects, mechanisms, and conditions. Educational Research and Evaluation, 22(3-4), 121-140. doi:10.1080/13803611.2016.1247725
Voss, J. F., & Dyke, J. A. V. (2001). Argumentation in Psychology: Background Comments
. DISCOURSE PROCESSES, 32(2&3), 89–111.
Walter, C., & Briggs, J. G. (2012). What professional development makes the most difference to teachers? Retrieved from
Wee, B., Shepardson, D., Fast, J., & Harbor, J. (2017). Teaching and Learning About Inquiry: Insights and Challenges in Professional Development. Journal of Science Teacher Education, 18(1), 63-89. doi:10.1007/s10972-006-9031-6
Wegerif, R. (2007). Dialogic Education and Technology: Expanding the Space of Learning: New York, NY: Springer.
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Child Psychology & Psychiatry & Allied Disciplines, 17(2), 89–100. Retrieved from https://doi.org/10.1111/j.1469-7610.1976.tb00381.x
Zembal-Saul, C. (2009). Learning to teach elementary school science as argument. Science Education, 93(4), 687-719. doi:10.1002/sce.20325
Zohar, A., & Nemet, F. (2002). Fostering students' knowledge and argumentation skills through dilemmas in human genetics. Journal of Research in Science Teaching, 39(1), 35-62. doi:10.1002/tea.10008
王文科、王智弘(2010)。質的研究的信度與效度。彰化師大教育學報,17,29-50。
佘曉清(1999)。生物教師的教學信念、教學、與師生互動―個案研究。科學教育學刊,7(1),35-47。
林志能、洪振方(2008)。論證模式分析及其評量要素。科學教育月刊,312,2-18。
洪逸文、湯宜佩(2016)。高中特色課程的開發與實施:以論證課程為例。課程研究,11(3),23-57。doi: 10.3966/181653382016031101002.
教育部(2018)。十二年國民基本教育課程綱要國民中小學暨普通型高級中等學校自然科學領域。臺北市:教育部。
饒見維(1996)。教師專業發展理論與實務。臺北:五南。