國小資深科學教師的專業改變：以基因改造食品議題之教學為例

The Professional Change of an Experienced Science Teacher: A Case Study of the Instruction of the Issue of Genetically Modified Food

林樹聲(Shu-Sheng Lin)

《科學教育學刊》 15卷3期 (2007/06) Pp. 241-264

https://doi.org/10.6173/CJSE.2007.1503.01

摘要

本研究旨在探究一位國小資深自然科教師在設計和教導社會性科學議題－「基因改造食品」後，其教學專業的改變，以及影響其改變的因素。參與者為教學年資達二十年的資深教師，及其任教的三班五年級學生。資料的收集包括教師訪談、教室觀察、教師日誌、教案及教師繪製之概念圖等。分析結果顯示：資深教師的教學專業知能也有成長和改變的空間，其中教師對基因改造食品的教學信念和教學實務是透過教師的反思和覺知而相互影響的；教師建構基因改造食品議題之學科教學知識既是情境相依的，也是漸次改變的，且隨著教師對教學實務的熟悉而趨於完整；同時，教師也必須藉著反覆地教學才能精緻化自己的實務表現。此外，影響教師改變的因素則包括教師的自覺與反思、實際的教學經驗、學生上課時的反應、研究者訪談的刺激、面對新議題，以及教師本身具備主動學習的意願和特質等。其中，教師具備主動學習的意願和特質是促進本研究之個案教師專業改變最根本且最重要的因素。

關鍵字

社會性科學議題 ； 科學教學 ； 基因改造食品 ； 專業改變 ； 學科教學知識

並列摘要

This study explored the professional change for an experienced teacher in the instruction of controversial socioscientific issue, and the factors causing the change. The participants were a science teacher with twenty years teaching experience and his fifth-grade students in three classes of an elementary school. The lesson unit was the issue of genetically modified food (GM food) designed and instructed by the case teacher. The data were collected through the ways of classroom observation, interviews with the case teacher, the teacher's journals and his teaching plans, and the teacher's concept map about the GM food. The results uncovered that there was a space for the experienced teacher's professional change and growth. The teacher's beliefs of the instruction of GM food influenced his teaching practices through self-reflection and self-awareness in action, and vice versa. The case teacher's pedagogical content knowledge about GM food was context-dependent, and developed gradually. Furthermore, this knowledge was completely integrated when the case teacher was adept at the teaching material, or he repeatedly elaborated his instruction. The many factors causing teacher's professional change included self-reflection and self-awareness, the teaching experience, the students' responsive reactions in class, the stimuli from individual interviews, the new teaching materials, and the active character of the teacher in learning. Among the above factors, the active character of the teacher in learning is the most essential and important one in this study.

並列關鍵字

Controversial Socioscientific Issues ； Science Instruction ； Genetically-modified Food ； Professional Change ； Pedagogical Content Knowledge

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