初任理化教師教學內容知識的探討～以酸鹼中和為例

A Study on the Pedagogical Content Knowledge of a Novice Physical Science Teacher: Using the Acid-base Neutralization as an Example

黃平屯(Ping-Tun Huang) ； 郭重吉(Chorng-Jee Guo) ； 趙麗玲(Li-Ling Chao) ； 張惠博(Huey-Por Chang)

《物理教育學刊》 14卷1期 (2013/07) Pp. 1-28

https://doi.org/10.6212/CPE.2013.1401.01

摘要

科學教師教學內容知識（PCK）的教學實務展現，綜合相關文獻主要包括：教學取向、關於學生理解科學的知識、課程知識、教學表徵和策略知識、和評量知識等面向。但現有文獻中對於上述各面向之間的關聯仍比較缺乏詳加探討。本研究旨在探查一位國中初任科學教師在酸鹼中和教學時，在上述面向展現的PCK內涵和各面向的關聯。收集資料有刺激訪談和會議錄音轉譯稿，教學計畫稿、教師心得稿、研究筆記稿、教學影帶轉譯稿；參考紮根理論以5個步驟分析資料：（1）形成概念，（2）精緻概念，（3）編碼資料和概念，（4）分類概念，（5）統整展現面向的教學要素、類別、概念和資料，以形成研究宣稱；並從資料來源、收集方法、詮釋者觀點作三角校正。研究結果除報導個案教師教學PCK在各個面向的教學要素和特色之外，並顯示各面向的相互關聯。最後提出一些對實務和研究的建議。

關鍵字

初任教師 ； 教學內容知識 ； 酸鹼中和

並列摘要

A review of literature indicated that science teacher's pedagogical content knowledge (PCK) can be demonstrated in teaching practice along many dimensions, including knowledge of: teaching orientations, students' understanding of scientific knowledge, curriculum, instructional representations and strategies, and assessment. However, the interrelationships between these dimensions have not been thoroughly explored yet. Focusing on the teaching of a unit on acid-base neutralization, this study aimed to explore the contents of a teacher's PCK as it unfolded in teaching practice along the dimensions mentioned above. Interrelationships among contents in theses dimensions were also investigated. Case study method was adopted in this study, with a range of data collected from transcripts of stimulated interviews and sound recordings of meetings, drafts of teaching plans, teacher's journal, researcher field notes, and transcripts of classroom videos. Analysis of data went through a series of steps, starting from analysis of collected data, to formation of concepts, categories, instructional elements, and finally to the formulation of research claims. The findings were triangulated by taking into account different data sources, data collection methods, and the perspectives of researchers. Research results included the instructional elements of the case teacher's PCK along different dimensions, their characteristics, and their interrelationships. Finally, this study made a number of recommendations for practice and research.

並列關鍵字

Novice teacher ； Pedagogical content knowledge ； Acid-base neutralization