以社會文化觀點應用S(KPL)S模式於國小職前STS教師培育的成效

Evaluation of the Effectiveness of Preparing Pre-service Elementary Teachers for STS Teaching through S(KPL)S Model: A Sociocultural Perspective

盧玉玲(Yu-Ling Lu)

《科學教育學刊》 8卷1期 (2000/03) Pp. 77-100

https://doi.org/10.6173/CJSE.2000.0801.04

摘要

本研究旨在以社會文化觀點，探究及評估國小職前自然科教師運用STS的S(KPL)S教學發展模式進行發展教學模組的成效與困難。
研究對象為修習自然科教材教法之師院非數理背景學生27人。職前教師分為四組，以群組合作開發一個教學單元模組的方式，進行教學設計與試教，並透過組間討論修改模組。職前教師持續全程參與實驗教學活動，並進行具團體關係的互動與溝通，使其融入於社群文化的互動中，藉社群文化的影響，建立職前教師之教學理念，改變教學行為。研究方法兼採質與量的研究，所需工具除自行開發外，並運用文獻已有者。主要成效評估向度包括職前教師設計之教學活動資料、試教之教室觀察、教學活動之錄影分析，以了解職前教師運用STS的S(KPL)S模式開發模組與試教情形。研究結果發現，以社會文化實施理論的觀點而言，S(KPL)S模式對STS職前教師培育具有下列成效：(一)有助促使職前教師社群對科學教學形成「由社會現象或科學議題情境脈絡連結的知識與資訊中發展學習」的共同認知。(二)使職前教師的教學行為偏向實驗與建構主義行為。(三)對職前教師的自我成長有所裨益。此外，並提出五項可能遭遇之困難。

關鍵字

科學－技學－社會 ； 小學科學 ； 職前師資培育 ； 教學方法 ； 社會建構

並列摘要

From a sociocultural perspective, this study was conducted to investigate the effectiveness of preservice teacher preparation when using S (KPL) S model (S: Society; K: Knowledge; P: Psychology; L: Logic; S: Society) as scaffolding framework to develop STS teaching materials and to facilitate the planning of instruction. Participants, divided into four groups, were 27 preservice non-science majors enrolled in an one-semester science teaching methods course in a teachers college. Each group cooperatively designed and practiced a unit long teaching module. The four modules were modified after group discussion. Continuous discussion and practice involved the preservice teachers in negotiation. This approach contributed to the building of a culture among the preservice teachers, which serves as the foundation for changes in behavior and teaching beliefs. Both qualitative and quantitative research methods were used in this investigation. Assessment instruments included those modified from previous studies and those developed by the investigator. Data were collected from direct classroom observations and videotapes. These data were used to analyze teacher effectiveness. The study also gathered data on preservice teachers' self reports and classroom observations to evaluate the effectiveness of the program. Based on sociocultural theory, it was found that the S (KPL) S model had a significant positive impact. The results revealed that the S (KPL) S model for STS teacher education can: (1) help preservice teachers to teach science with a view that learning is developing within the context of real world events and issues which link with knowledge and information, (2) change preservice teachers' beliefs, from realism to experimentalism and constructivism. (3) promote self-development of preservice teachers. Five difficulties for using STS teaching were also discussed.

並列關鍵字

STS ； elementary school science ； preservice teacher education ； teaching methods ； social constructivism