透過STS模組開發培育職前化學教師實驗安全能力

Promote Prospective STS Chemistry Teacher Laboratory Safety Abilities Through STS Module Development

洪志明(Jhy-Ming Homg)

《化學》 54卷2期 (1996/06) Pp. 153-158

https://doi.org/10.6623/chem.1996040

摘要

本研究由職前化學教師的行動研究，採用鷹架，以問題為中心，合作學習法，開發實驗安全模組。此模式能使教師增進其學科教學能力。透過這種過設中，教師能：1.審視自己對STS問題之信念與價值觀、思考在學校科學教育中如何安插實驗安全學習活動、藉著參與化學實驗安全模組的開發來消除對STS教學活動上的矛盾見解和價值觀及建啊，出較合宜的見解、價值觀以符合實際的教學需要。2.增進：(a)學習如何學習與吸收新知識：(b)把行動研究當作教學研究的一部分。3.發展實驗安全模組與相關資料庫。鷹架使職前的教師更能獨立選擇教學策略。五個學習層次幫助提升教與學的品質。由與職前教師的結構化晤談找出其遭遇的困難並幫助發展其教學能力。用詮釋性研究法分析職前教師觀點與教學能力的改變。此模式的成效由：(a)分析與比較戰前教師在不同開發階段的模組內容；(b)分析與比較不同開發階段的模組工作分析和修改原因；(c)同儕評量；(d)研究者也活動過程錄影帶的觀察與晤談的資料分析。

關鍵字

STS模組開發 ； 專業發展 ； 鷹架 ； 實驗安全

並列摘要

This paper is about a model constructed during our action research on teacher enhancement through instructional reaearch in laboratory safety module development, using sacffolded, problem-centered, cooperative learning. In the process they: (a) construct more appropriate beliefs, values, and science teaching practices by (i) examining their beliefs and values about responsible citizen actions concerning STS issues, (ii) confronting inconsistencies in their beliefs and values about STS action as a science education goal, and (iii) finding a place of laboratory safety in school science education; (b) promoted abilities in (i) learning how to learn and absorb new knowledge, and (ii) doing instructional research as a part of active research; and (c) developed laboratory safety module and their related database. Scaffolded instruction made the teachers more indenpendent in choosing instructional strategies. A set of five learning phases to help improve the quality of teaching and learning. A structured interview was carried out to identify troubled spots and help develop teaching practices. Interpretive research method was used to analyzing and comparing:(l) the module developed at the entry level with the improved module at the exit module; (2) their module task analysis and interpretations at entry with those at exit levels; (3) peer assessment and class teaching performances; and (4) the research's observations and analyses of video-taped class learning.

並列關鍵字

STS Module Development ； Professional Development ； Scaffold ； Laboratory Safety