兩位國小自然科教師學科教學知識發展與比較 之個案研究

A Case Study on the Development and Comparison of Two Elementary School Science Teachers’ PCK

許綾娟(Ling-Chuan Hsu)

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/cycu200900871

摘要

本研究旨在探討兩位國小自然科教師發展學科教學知識，以及學生對於教師學科教學改變的知覺，最後探討教師的學科教學的改變因素。研究方法採個案研究法，於九十七學年度第一學期實施，針對兩位教師所任教的班級六十八名六年級國小學生，實施自然科的課程。研究的方法進行以量和質混合的資料收集，質性資料主要是藉由錄影與錄音收集上課教學活動內容、晤談學生與教師的資料和學習單；量化資料包含「國小學童知覺自然老師PCK量表」進行統計上的描述性統計和t-test的分析。
本研究結果發現:學生知覺兩位教師PCK有五個向度中，有四個向度有顯著差異，分別為「鼓勵學生參與」、「學科與課程」、「評量與了解學生」與「教學表徵」。兩位教師經歷教學改變後，學生對教師學科教學知識之知覺為：
(一)在「鼓勵學生參與」方面：A教師能針對不同單元使用不同的教學法激發學 生的學習興趣，讓學生主動參與；B教師利用衝突的想法引起學生的思考。
(二)在「學科與課程」方面：A教師學生明顯感受到老師自然科的專業很厲害和學識是豐富的；B教師使用前體組織說明課程內容。
(三)在「評量與了解學生」方面：A教師非常了解學生的迷思，運用不同教學方法讓學生了解；B教師結合遊戲評量學生學習成效。
(四)在「教學表徵」方面：A教師教學表徵愈來愈多樣化，融合教師為中心和學生為中心的學科教學表徵；B教師講解科學史的方式幫助學生理解，學生從做實驗中獲得樂趣。
總結而言，兩位自然科教師發展他們的PCK是透過學生的回饋和不斷反思中提昇了教師的專業成長，同時也刺激學生的學習動機和興趣，進而促進學生的學習成效。

關鍵字

學科教學知識 ； 學生的知覺 ； 自然科教師

並列摘要

The purposes of this study were to investigate two elementary science teachers to develop their pedagogical content knowledge(PCK) , to assess students’ perceptions towards the methods of the change on their teachers, and finally to assess the factors causing the change of teachers’ PCK. Based on Case Study, the study designed and implemented a science curriculum for 68 the sixth grade students in the elementary school in the teachers’ classes from September 2008 to January 2009.
Both qualitative and quantitative research methods were used in this study. The qualitative data included: the video taping on teaching activities, the record of the interviews and feedback from the students, the researcher fieldnote , and the reflective journals from the teachers. On the contrary, the collection of the quantitative data included pre and post test of “The Students’ Perceptions of Teacher’s Knowledge”. Finally ,data analysis included descriptive statistics and t-tests analysis.
The results of this study indicated as follows:
“In strategies of teacher’ encouragement”, “In subject-matter knowledge and curriculum”, “In knowledge of how to assess students’ understanding” and “In representational repertoire” attained the level of significant difference.
1. In “strategies of teacher’s encouragement”, teacher A used different teaching methods according to the units. It not only stimulated students’ learning interests, but also helped them participate actively. On the other hand, teacher B promoted students’ thinking in terms of conflicting ideas.
2. In “subject-matter and curriculum knowledge”, students of teacher A realized he was knowledgeable about science; however, teacher B used advance organizers to explain the contents.
3. In “evaluation and assessing students’ understanding” , teacher A knew student’s myths very well and used various ways to explain. On the other hand, teacher B tried to assess students’ learning effects though activities.
4. In “representational repertoire”, the representational repertoire of teacher A was more and more diversified merging with teacher- and student-centered repertoire.
Teacher B helped students understand by explaining the scientific history. Besides, he also helped students gain pleasure from the experiments.

In a word, these two teachers develop their PCK from their students’ feedbacks and continuing self-reflection to promote teachers’ developmental growth. Furthermore, teachers also stimulate students’ learning motivations and interests to enhance students’ learning effects.

並列關鍵字

science teacher ； Pedagogical content knowledge ； student perceptions

參考文獻

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