國小自然教師科學教學實踐知識與科學教學表徵之個案研究

The case study of an elementary science teacher's practical knowledge and instructional representation in science teaching

謝秀月(Hsiu-Yueh Hsieh) ； 郭重吉(Chorng-Jee Guo)

《科學教育》 12期 (2002/08) Pp. 147-163

https://doi.org/10.6767/JSE.200208.0147

摘要

本研究目的旨在探究國小自然教師，在教學實務中所呈現的科學教學實踐知識、科學教學的表徵方式、以及影響個案教師科學教學表征的因素。研究者透過個案研究，以完全觀察者的角色，觀察一位國小教師在自然科的教學。經過兩年的教學觀察，資料的收集包括：課室教學與戶外教學活動的觀察與錄影、訪談個案教師與學生、設計的教材、課程發展小組討論的觀察與錄音、現場筆記、和其他相關的文件資料。資料分析與研究的結果顯示：個案教師有豐富的科學教學實踐知識、強調情境化學習的确科學學科教學知識、以及轉化學科內容進行教學的熱忱，呈現具有學科物質的教學表徵。影響個案教師教學表徵的因素有科學教學實踐知識、科學學科教學知識、科學教學反省、科學教學自主等因素。從研究發現提出以下結論：
一、個案教師的教學表徵，有著豐富的科學學科教學知識與科學教學實踐知識，以非常有科學學科特質的方式，轉化了科學內容。呈現的教學表徵充分掌握科學概念屬性、科學探究學習的各種形式、科學活動設計思考的向度，并以多重的教學表徵來進行國小自然科學的教學。
二、個案教師的教學表徵，充分發揮科學學科知識中情境化學習的觀點與知識。無論在科學概念學習、科學探究學習、科學活動設計，都強調在起初情境親身體驗的學習、做中學、做中思考、讓學生處於豐富的學習情境，在腦中建構學生認為有意義的多重圖像。
三、個案教師的教學表徵，在轉化科學內容時，有著他的實踐智慧。這實踐智慧來自科學教學實踐知識的豐富性、教學表徵的創造性、反省思考回饋機制的多元性。

關鍵字

國小教師 ； 科學教學 ； 實踐知識 ； 教學表徵

並列摘要

The purpose of this study is to investigate how elementary science teachers performed practical knowledge and instructional representation through their science teaching practice and the factors affect the teacher's science instructional representation. This is a two-years case study. Through non-participation observation, researcher observed one elementary science teacher's science teaching for two years. Data collecting included video tapes of his science teaching and outdoor activities, interviews with the teacher and his students, teaching materials, audio tapes of his science teachers group discussion, field notes, and related document. Data analysis showed that the client had rich practical knowledge in science teaching, was enthusiastic in transferring the science content into his science teaching. His pedagogical content knowledge emphasizes on situated learning, and his instructional representation performed the characters of science. The factors that affected this teacher’s instructional representation included practical knowledge, pedagogical content knowledge, reflection, and the autonomy in science teaching. The major results from the study showed the clients’ instructional representation as following.
1. Because of his rich practical knowledge and pedagogical content knowledge in science teaching, the client performed his instructional representation in not only science concepts but also in science inquiry learning and science activities design. He presented a great variety of instructional representations in his science teaching.
2. The client fulfilled his pedagogical content knowledge in situated learning. No matter it is in science content learning, inquire learning, or activity design, he always stressed that learning should be by doing, by thinking, and especially involving in the situation. He provided students rich learning situations and helped them to construct meaningful multi-images in their own minds.
3. The client transferred the science content into teaching with his wisdom of practice. This wisdom of practice displayed in the richness of science practical knowledge, the creativity of instructional representation, and the diversity of reflective thinking.

並列關鍵字

elementary teacher ； science teaching ； practical knowledge ； instruction representation