探究式教學專業發展網站之建置及其對科學教師之影響

The Construction of an Online Professional Development for the Promotion of Science Teachers' Understanding of Inquiry-Based Teaching

簡正忠(Cheng-Chung Chien)

指導教授 ： 林如章

國立臺灣師範大學/理學院/化學系/碩士(2002年)

摘要

探究（inquiry）是用來形容好的科學教學法之核心用詞，在學習理論及實徵研究上都突顯出重要價值，並受到各國課程標準的重視，成為科學教育改革的一大突破點。不過，在行政、技術、師資等諸多因素無法配合的情況下，探究式教學在科學教室中仍舊處於邊緣地位。歸咎原因，最基本而關鍵的因素之一就是科學教師缺乏進行探究式教學的能力，甚至對探究式教學仍然一知半解。
因此，本研究目的在建置探究式教學專業發展網站，使科學教師於瀏覽網站時，能夠在網站內容與教學實務相關的情境下，以探究的方式來理解什麼是探究式教學，並進而認同且願意施行此教學。研究中先採用內容分析法評析所建置之網站，再以問卷調查及半結構晤談法收集10位教師對網站形式的看法，最後探討7位教師在瀏覽網站後，對科學教學的想法有何改變。以下為本研究的結果：
1.本網站以兩個在量（發現5個主要差別）以及質（發現67項教學特徵）上都不同的教學影片為題材，來顯示探究式與非探究式教學的差異。
2.本網站之內容包含探究式教學與非探究式教學的對照指標，以及引導式探究到開放式探究的漸進實例等資訊，並符合Ash & Kluger-Bell（2000）、NRC（2000）、Piburn et al.（2000）、CSSS（2001）與Anderson（2002）等人或組織所發展的5種探究式教學規準，且涵蓋這些規準95％以上。
3.本網站以「問題情境」導入，並能使瀏覽之教師經歷「設計探究」、「執行探究」、「提出解釋」、「評估解釋」、「傳達解釋」，以及「評論與回應」等過程（平均80％以上同意）。而且教師認為本網站的形式，比起非探究取向的網站，更能使他們「主動參與」、「重視思考過程」、「知道多元的想法」、「了解自己的學習狀況」與「願意修正自己的想法」。
4.大部分教師在瀏覽本網站後，能夠理解（7/7）、認同（6/7）並願意施行（5/7）探究式教學。亦即整體而言，本網站在提昇科學教師對探究式教學的理解、認同感與施行意願上，具有正向的效果。
根據以上結論，本研究對「如何進行探究式教學？」、「如何促使科學教師進行探究式教學？」以及未來研究方向提出多項建議。

關鍵字

探究式教學 ； 網路化探究活動 ； 專業發展網站

並列摘要

“Inquiry” is a keyword used to characterize good science teaching and its value has been illustrated in learning theories and empirical studies, so it becomes a prominent feature in various science education standards and a breakthrough point in science education reform.
However, inquiry-based teaching and learning is still unobvious in most classrooms now, because there are many barriers such as inappropriate administration, insufficiency in technique, and unprepared teachers. The most essential factor of these barriers is that science teachers are not good at teaching through inquiry, and furthermore they might have no idea what inquiry-based teaching means.
The purpose of this study is thus to construct a web-based and inquiry-based professionally developing method which leads teachers to inquire what inquiry-based teaching means, and through it, promote science teachers' understanding of inquiry-based teaching.
In this study, we constructed a website first, then interviewed ten teachers to grasp their opinions about the contents of this website, and finally studied the concept change of seven teachers on science teaching after their visiting this website. The results of this research are as follows:
1.This website provides two kinds of video clips in quantity (5 main differences found) and quality (69 items found) to show the differences between inquiry-based and non-inquiry-based teaching.
2.The contents of this website conclude contrast indicators and variations (from guided inquiry to open-ended inquiry) of inquiry-based teaching, and cover at least 95% of inquiry-based teaching rubrics which were developed by Ash & Kluger-Bell (2000), NRC (2000), Piburn et al. (2000), CSSS (2001) and Anderson (2002).
3.This website is problem-oriented and considered to be able to provide teachers (visitors) to go through the processes of designing investigations, conducting investigations, proposing explanations, evaluating explanations, communicating explanations, justifying and responding (over 80% agreement). In addition, compared with a non-inquiry-based website, visitors thought this inquiry-oriented website showed high potential to make them pay more effort in participating actively, placing importance on thinking process, accepting multiple ideas, recognizing one's own learning conditions, and revising one's own concepts willingly.
4.After visiting this website, most interviewed teachers said that they could understand (7/7), accept (6/7) and want to do (5/7) inquiry-based teaching. In other words, this website has essentially shown a positive effect on science teachers to teach through inquiry.
In the conclusions, the suggestions to answer the questions: “How to teach through inquiry?”, “How to encourage science teachers to teach through inquiry?” and future researches are proposed.

並列關鍵字

inquiry-based teaching ； web-based inquiry ； web-based professional development

參考文獻

陳文典（2001）：課程變革對教學及學習模式的衝擊及其可能的回應。2001年國際科學教育研討會─數理統整課程與教材發展新策略與實務手冊，71-74。臺北：國立台灣師範大學。

黃鴻博（2000）：師院學生科學探究教學能力培養之行動研究。第十六屆科學教育學術研討會短篇論文彙編，745-750。臺北：國立台灣師範大學。

鄭如琳（2000）：國小教師實施「探究--建構教學模式」之行動研究--從「磁」的概念談起。國立臺北師範學院課程與教學研究所碩士論文。

Adams, P. E., & Krockover, G. H. (1997). Concerns and perceptions of beginning secondary science and mathematics teachers. Science Education, 81, 29-50.

American Association for the Advancement of Science. (1993). Benchmarks for Science Literacy: Project 2061. New York: Oxford University Press.