教師參與科學博物館短期環境教育專題研習的影響－三位國小自然科個案教師的比較研究

The Impact of a Short-term Project-focused Environmental Education Program on Elementary Teachers in a Science Museum Context: A Case Study

靳知勤(Chi-Chin Chin)

《科學教育學刊》 8卷3期 (2000/09) Pp. 287-316

https://doi.org/10.6173/CJSE.2000.0803.05

摘要

本研究以科學博物館為研究情境，利用館內所擁有的教育資源及環境，配合國小自然科「資源利用與環境」單元，設計一項環境教育教師研習，運用質性研究法如開放式問卷、觀察筆記、深入訪談、以及錄影記錄等方式，針對三位個案國小自然科教師探究其對研習內容、理念、及其對後續應用於教學之價值的相關觀點。研究發現教師個人之教學信念，對其應用博物館般之社會資源從事環境教育影響甚鉅。尤其是認知性障礙，為阻礙教師嘗試新的教學方法的關鍵。而無論是在環境教育或是博物館教育兩方面，研習對教師有關觀念的影響，大於行動層次的誘發。本研究並針對三位個案教師所具之不同特質，提出後續研習建議，期藉提供合適之專業支持策略，發揮研習之效益。

關鍵字

教師研習 ； 環境教育 ； 科學博物館 ； 博物館教育

並列摘要

This study focused on the educational resources in a science museum to develop an inservice environmental education program for elementary teachers. In terms of the curriculum for the program, the content, pedagogical, and pedagogical content knowledge were provided according to the topic: ”The Utilization of the Resources and the Environment” taught in 6th-grade science classes in Taiwan. Three teachers were investigated through qualitative methods such as open-ended questionnaries, observation, field notes, interviews, and vedio-recording. The findings showed that the teachers' perception of teaching played was a critical barrier to making the change toward teaching environmental education. The effects of such an environmental education program were much more related to a shift of participants' perception rather than a revision of teaching strategies. The results also affirmed that teacher change took a long period of time, therefore supporting the improtance of the overall educational system. It is suggested that different teachers' needs and professional levels should be considered in developing the inservice programs.

並列關鍵字

Environmental Education ； Inservice Program ； Museum Education ； Science museum