STS教育理論的接納與實踐－一個國小教師的個案研究

Translating STS Educational Theory into Practice: A Case Study of a Primary School Teacher

黃鴻博(Houng-Por Huang) ； 郭重吉(Chomg-Jee Guo)

《科學教育學刊》 7卷1期 (1999/03) Pp. 1-15

https://doi.org/10.6173/CJSE.1999.0701.01

摘要

本文描述一位有二十多年教學經驗的國小教師，在參與一個嘗試以STS教育理念改進教學的合作行動研究計畫的兩年研究期問，她如何從開始面對一個陌生的科學教育理念，到逐漸接納融入日常教學實踐中的歷程，並探討在此一過程中她遭遇的困境與突破的努力，經由本項個案研究，研究者得以反省建構主義、合作行動研究對在職教師專業成長與教學改變可能的貢獻。

關鍵字

行動研究 ； 科學教師 ； 科學／技學／社會 ； 理論與實踐

並列摘要

This paper describes the progress of an experienced primary school teacher participating in a cooperative action research extending over a period of two years. The focus was on how she changed from confronting STS perspectives as unfamiliar ideas initially to gradually accepting them and finally feeling comfortable enough to put the theries into her classroom teaching practice. The predicaments she was in and the efforts she made in dealing with them are described. Through this case study, the researchers were able to reflect on the implications of constructivism and action research methods in the professional development of teachers and changes in their teaching practice.

並列關鍵字

Action Research ； Science/Technology/Society ； Science Teacher ； Theory and Practices