高中科學教師對「探究與實作」課程的概念：課程特徵、挑戰、教學目標與教學活動

本研究旨在探討高中科學教師對「探究與實作」課程的概念，包括課程特徵、挑戰、教學目標與教學活動設計。本研究邀集具有探究教學相關經驗的40位高中科學教師，參與半結構訪談。透過資料導向及文獻導向二種方式產生編碼架構，並以NVivo 12進行資料分析。結果顯示教師對於課程特徵的概念與課綱相符，但聚焦於教學面向，且忽視科學調查的部分面向。教師雖肯定課程的價值，但也提出不同層面的挑戰，其中最常見的挑戰為：教師的能力與興趣不足，以及學生缺乏知識、能力等微觀因素，其次則是巨觀因素及中觀因素。此外，教師賦予「探究與實作」課程多樣化的目標，最常見的是提高學習動機、連接科學與生活及瞭解、執行科學探究等。對於不同的探究階段及活動，教師賦予其特定的教學目標，然而不論是教學目標或活動設計，都較少關注分析、詮釋數據及論證與建模的科學實務。教師設計的探究活動非常多元，包含一般活動與特定活動二種類別。最後，本文根據研究結果提出相關建議。

關鍵字

科學實務；高中教師；探究與實作；教師信念；教學活動

並列摘要

The purpose of this study was to explore teachers' conceptions about the ＂Inquiry and Practice＂ curriculum, including its characteristics, challenges, teaching goals and activities. We invited 40 high school science teachers with relevant experience in inquiry teaching to participate in the study. Data were collected from semi-structured interviews of teachers and their background questionnaire. We developed coding scheme through both data-orienting and theory-orienting approaches and the data was analyzed using NVivo 12. The results indicated that teachers' conceptions of course characteristics were consistent with curriculum guidelines, but they focused on the pedagogical aspect and ignored some aspects of scientific investigations. Although recognizing the value of this curriculum, teachers also indicated challenges at different levels. The most common challenges were the micro-level factors, followed by the macro-level ones; finally, the meso-level factors. Furthermore, teachers set multiple goals for the curriculum of ＂Inquiry and Practice＂. The most common goals are to increase students' motivation, to create connections between science and everyday life, and to engage students in scientific inquiry. Teachers set specific goals in different phases and activities of inquiry. However, less attention was paid to the scientific practices of analyzing and interpreting data, argumentation and modeling regardless of learning goals or activities. The inquiry activities designed by teachers were various, including general and specific activities. Finally, we provided some suggestions based on the results.

並列關鍵字

Science Practice ； High School Teachers ； Inquiry and Practice ； Teachers' Belief ； Teaching Activities

參考文獻

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高中科學教師對「探究與實作」課程的概念：課程特徵、挑戰、教學目標與教學活動

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