透過您的圖書館登入
IP:34.228.168.200
  • 學位論文

大學生知覺物理教師TPACK發展之個案研究

University students' perceptions of three physics instrutors professors' TPACK development : A case study .

指導教授 : 張世忠

摘要


教師卓越計畫與科技融入教學,是目前大學教學卓越計畫推動的主項目之一。而科技學科教學知識(Technological Pedagogical and Content Knowledge,TPACK),則是用來評估教師專業非常重要的指標。本研究因鑑於國內外TPACK相關研究,多以中小學領域居多,鮮少關注到大學教師TPACK(發展)的改變情形。因此,特採用「大學生知覺物理教師TPACK回饋問卷」,針對某大學三位物理教師及其班級分別進行探討與分析,進而促進教師教學反思與精進。本研究主要採用個案研究的方式進行,並使用量化與質化的方式進行分析。在量化資料上,係依據問卷之得分以分析大學物理教師在TPACK之四個面向:學科專業知識( Subject Matter Knowledge, SMK )、教學表徵與策略( Instructional Representation & Strategies, IRS )、學生知識與評量( Knowledge of Student’s Understanding, KSU )和科技整合與應用( Technological Integration & Application , TIA)上的改變情形。在質化資料上,主要透過教師工作坊及學生回饋的方式,討論學生針對開放性問題之回饋與教師工作坊討論內容。研究結果顯示:三位物理教師中共有兩位,在期中、期末TPACK之得分達到顯著差異,顯示出教師經過問卷的實施與教師工作坊的參與之後,學生對物理教師之科技學科教學知識TPACK均能有效地提升。除此之外,亦發現到各個教師在四大面向上表現之優劣,並據此給予教學上之診斷與建議。一般來說,在三位物理教師中,普遍對IRS與KSU之得分較低。SMK與TIA之得分則較高。因此,本研究建議大學物理教師在進行班級教學前,須考量到學生的科系、先備知識和學習困難,以設計適合融入科技教學之課程內容與評量方式;並針對自身的教學策略持續地進行修正,引發學生學習興趣,進而提升教師教學與學生學習之成效。

並列摘要


Teachers’professional growth and Technological Pedagogical Content are the main items in “The Plan of University Excellent Teaching Awards” at present . However , Technological Pedagogical and Content Knowledge is a very important indicator to evaluate teachers’ profession. However , a majority of the research on TPACK is focusing on primary or secondary schooling , very few on college teachers’ TPACK. Therefore,”The Questionnaire of Assessing Students’ Perceptions of College Teachers’ TPACK”(Jang,2010) was adopted to analyzed three teachers in Physics Department and their classes in order to promote teachers’ TPACK. Through the case study approach,quantitative and qualitative analysis were adopted. In quantitative data, four categories of TPACK questionnaire, included Subject Matter Knowledge,SMK; Instructional Representation & Strategies,IRS; Knowledge of Student’s Understanding,KSU and Technological Integration & Application , TIA, would be analyzed about the degree of transformation. In qualitative data, teacher workshops and student feedback were collected to be discussed and analyzed. The results show that there were significant differences in two physics college teachers, and that teachers’ TPACK could improve effectively. On the other hand, we also found pros and cons of teacher performances on 4 categories and supported instructional diagnosis and suggestions. Generally speaking , three teachers in Physics Department, IRS and KSU were worse than SMK and TIA. For this reason, the study proposed three teachers in Physics Department should take students’ majors , prior knowledge and learning difficulties into account before teaching and design to fit Technological Pedagogical Content into courses and assessments. In addition , teacher also should regulate their teaching strategies and make students feel interested in order to promote teaching and learning.

參考文獻


陳茹玲 (2011)。國小自然科教師發展科技學科教學知識之個案研究—以[一起
史美瑤 (2007)。如何利用期中教學評量改善教學成效。評鑑雙月刊,9,16-
張媛甯 (2012)。大學教師教學專業發展之個案研究-以N科技大學為例。師資
鄧鴻源 (2010) 。如何引發學生學習物理的興趣。物理教育學刊。11(1),1-
培育與教師專業發展期刊,5(1),49-74。

延伸閱讀