探究式教學對國小自然科教師PCK之個案研究

A Case study of the inquiry-based teaching on PCK of elementary school science teachers

林秀貞(Xiu-Zhen Lin)

指導教授 ： 張世忠

中原大學/人文與教育學院/教育研究所/碩士(2013年)

https://doi.org/10.6840/CYCU.2013.00070

摘要

摘要
本研究旨在探討探究式教學對國小自然科教師學科教學知識(PCK)的影響，了解二位國小自然科教師的PCK的原貎與發展，與發展時遇到的困境與限制。研究者透過個案研究，以參與觀察的角色，歷經三個月（101年9月至101年12月）觀察二位國小自然科教師進行探究式教學的情形。資料蒐集包括：教師訪談、教室教學錄影、省思札記和文件資料，並進行資料的整理與分析。本研究結果如下：
一、個案教師學科教學知識原貌：
教師常使用問答式教學、做實驗，以傳授科學知識為目的。資深教師比生手教師具備更多教學策略，但兩位個案教師都缺少在班級促使學生探究的策略。
二、個案教師學科教學知識之發展：
個案教師透過成長社群發展其PCK。主要是從不熟悉的教學方式-分組討論開始發展，反應真實課堂的教學困境。並找出更適合學生理解的教學策略，例如：提出核心問題、老師報讀學生想法、建立實驗器材的意義、順著學生發現引導下結論、提示填空等。兩位個案教師在教學知識和學生知識方面明顯成長，學科內容知識和情境知識方面則改變較少。教師為了要順利進行探究式教學，其教師PCK會成長。
三、發展時所遭遇的困境與限制：
個案教師在發展探究式教學面臨學生發表能力欠佳、耗費時間理解探究式教學、實驗操縱變因較少、教科書不易引導課程等困境。教師PCK和課程設計是其限制因素。
對未來PCK相關的研究建議有：針對不同年級和不同環境的探究教學教師進行相關研究。此外，發掘更好的探究式教學策略也值得探討和關注。

關鍵字

學科教學知識 ； 探究式教學

並列摘要

Abstract
The purpose of this study was to investigate how two elementary science teachers’ pedagogical and content knowledge (PCK) evolved as they practiced inquiry-based instruction. The case study focused on the development of the teachers’ PCK as well as the difficulties and limitations during the development. The researcher observed how the two science teachers learned and implemented inquiry-based instruction for science curriculum. The data collection included interviews with teachers, classroom observations, document analysis (reflection journals and other documents). The results of this study are as follows:
1. With respect to the practice of elementary science teachers’ PCK ：
Although both teachers often used question-teaching and conduct science experiments with students, they did so for the purpose of imparting scientific knowledge. The experienced teacher used more teaching strategies than the novice, but both teachers lacked strategies for inquiry-based instruction.
2.With respect to the key factors influencing the development of PCK
The teachers developed their PCK in communities of practice. In gropu discussions, teachers discussed unfamiliar teaching methods (inquiry-based instruction), reflected the difficulties they encourntered in classrooms, and learned more strategies, such as asking students key questions, reading students’ ideas aloud, and guiding process. The results showed that the two teachers’ PCK has developed significantly in areas regarding the pedagogy and students, less in areas regarding the subject or context. In short, the teachers’ PCK developed as they learned and implemented inquiry-based instruction.
3. With respect to the difficulties and limitations of PCK development
The major difficulties of inquiry-based instruction included lack of time to understand inquiry-based instruction, students’ lack of presentation skills, lack of interesting experiments (multiple variables for experimental manipulation), and lack of well-designed textbooks..
Some recommendations for future PCK research:
Doing related studies on those inquiry-based teaching teachers in various grades or various environment conditions. In addition, finding better devices of inquiry-based teaching also deserve more discussions and better concerns.

並列關鍵字

inquiry-based teaching ； PCK

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