應用科普讀物在國小自然科對教師PCK與學生學習之影響

The Impact on Teacher’s PCK and Students' Learning Using the Popular Science Reading in the Elementary Science Course

黃嬿霖(Yen-Lin Huang)

指導教授 ： 張世忠

中原大學/人文與教育學院/教育研究所/碩士(2009年)

https://doi.org/10.6840/cycu200900681

摘要

本研究之主旨，是探討非自然科學領域畢業之新手教師，在國小六年級自然科教學的授課過程中，應用科普讀物教學，對該教師學科教學知識、學生學習成效所產生的影響及教學實施的困境與限制。本研究採用個案研究的方法進行，研究計畫起迄時間為九十七年九月至十二月，在完全不介入教學的情況下，觀察個案教師在國小六年級的自然課程中，應用科普讀物教學之情形。研究者每個月進入教室觀察二次，並進行教師及學生訪談。質性資料的蒐集來源包括教師觀察札記、個案教師晤談、學生晤談、個案教師省思札記及學生學習心得等。透過三角校正、長期觀察、個案教師檢核及與專家、同儕討論等方法，以確保質性資料的信度與效度。本研究的結果發現：

一、在教師學科教學知識方面
1.科普讀物能幫助非自然領域畢業教師，增加自然學科知識的廣度與深度。
2.科普讀物有助於自然科學課程內容前後的銜接。
3.可幫助個案教師及學生瞭解特定單元的知識學習，以及迷思概念的澄清。
4.科普讀物的使用，促使個案教師可以更加善用「圖示表徵」的教學方式。

二、在學生學習成就方面
1.學生能從多元的科普讀物中解答疑惑。
2.促進學生對科學詞彙和概念的理解。
3.延伸科學學習主題。

三、在學生學習態度方面
1.促使學生主動查詢相關議題的科普讀物。
2.增進學生對科學閱讀的興趣。
3.增進學生對自然與生活科技領域的學習興趣。

本研究進行同時，研究者發現在教學實施的過程中，個案教師遭遇到科普讀物的選擇、教學進度落後，以及少部份學生對科學閱讀興趣低落等困境與限制。而根據本研究的成果，研究者也提出在國小自然科課程的教學上，科普讀物的教學應用及其後續研究兩方面的建議，以供後續研究者參考。

關鍵字

國小自然科 ； 科普讀物 ； 教師學科教學知識

並列摘要

This research aims to discuss the effect of pedagogical content knowledge (PCK) for a novice teacher who is in the field of non-natural science, the influences on students’ learning progress, and the limitation in teaching by usiing popular science readings to sixth grade students in elementary science course. This research was conducted from 2008/9 to 2008/12 and the method of case study was adopted. We provided popular science readings to students while teaching in the science course. Without any interruption, we observed the ambience in this course and looked into the effects assisted by using those readings. Respective interviews had done with both teacher and students twice a month. Finally, this study got several qualitative data, including journals of teacher’s observation and introspection, case interviews with teacher and students, and reports about what students have learned in this course. For ensuring the reliability and validity of data, methods of triangulation and long-term observation were used. Base on this study, there are several fruitful results for teacher and students.
For teacher’s PCK
1. It could extend the scope and profundity for a teacher who is in the field of non-nature science.
2. It offers assistance in connection with the lesson to previous and next lessons.
3. It helps teacher and students to realize students’ learning progress in specific units and clarification of their confused concepts.
4. It encourages teacher to perform a better teaching with the method of diagram representation.
For students’ learning effect
1. It helps students to find the solution by themselves from diversified popular science readings
2. It promotes students to realize more science vocabularies and concepts.
3. It could extend students’ field of view in science learning.
For students’ learning attitude
1. It encourages students to look into the popular science readings relative to their subjects actively.
2. It could raise students’ interest in science reading.
3. It promotes students’ interest in the field of nature science.
While the study was in progress, we also found many difficulties and limitations in teaching assisted with popular science readings, including the choices of popular science readings, falling behind in teaching, and some students may show little interest in science readings. Finally, according to our results, we could give some suggestions for further researchers about how to apply popular science readings in teaching and further studies.

並列關鍵字

pedagogical content knowledge ； popular science reading ； elementary science course

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