STS教學模組對國小教師教學專業知能成長的探究認知的學習歷程

Research of the Effectiveness of STS Teaching Modules on the Development of Teachers' Professional Knowledge and Skills

施惠(Wei Shih)

《科學教育學刊》 8卷4期 (2000/12) Pp. 335-355

https://doi.org/10.6173/CJSE.2000.0804.02

摘要

本研究是以STS精神設計『教學模組』，對職前和在職教師施行教學，藉由學員之學習歷程檔案來分析其教學專業知能成長情況。此項分析可顯示STS之教學成效，同時亦可瞭解教師所需要的學科教學知識(PCK)應有的內涵。研究結果顯示，STS教學模組之設計是師資培育課程實施的必要條件，學習中可提供教師們親身經歷學習的機會，以及讓教師們能由自己的「學習歷程檔案」中認識STS的特色和感受教學所需之教學專業知能。本報告以生日星座教學模組的設計為實例，報導研習學員學習過程，並分析其教學專業知能成長的情況。此種依STS教學理念的課程實施方式符合認知心理學的學習，如此學員才易於將STS所有的內涵和教學領域的知識加以內化與統整，成就其教學專業能力之發展。

關鍵字

科學－技學－社會 ； 學習歷程檔案 ； 學科教學知識

並列摘要

This research is an analysis of the development of professional knowledge and skills as demonstrated in the portfolios of learning process of both pre-service or in-service teachers participating in the teachers' training program. Teaching modules designed in the spirit of STS were used in the program. This research will indicate the effectiveness of STS teaching modules and the pedagogical content knowledge essential to a teacher. The learning process can not only provide the teachers with first-hand experiences in learning, but also the opportunity to understanding the characteristics of STS and the importance of the professional knowledge and skills required in a teacher.
With the teaching module of horoscope as an example, this report records the training process of the students participating this program, and analyzes the development of their professional skills. The program was designed with STS teaching principles corresponding with the learning of cognitive psychology and, as a result, the students were able to integrate and absorb the contents of STS and the knowledge in the pedagogical field to ensure the growth of their professional teaching skills.

並列關鍵字

Science-Technology-Society ； Portfolio ； Pedagogical Content Knowledge