一位資深幼教師科學角的規劃與應用

本研究旨在探討幼稚園資深教師在科學角的規劃與應用歷程，並深入探究：（一）規劃科學角所持的信念。（二）科學角的規劃歷程。（三）遭遇之困擾以及解決與因應之道。透過半結構式訪談、及相關文件檔案的蒐集，以一位幼稚園資深教師為研究個案，研究結果顯示教師在規劃設計教學情境時，會把握以下原則：（一）師生共同參與；（二）親師合作的重要性；（三）強調自然為主的學習環境；（四）反省思考能力。在教師信念上，個案教師深信在科學角中幼兒是經由與環境互動而學習，因此在課程上應以幼兒為中心並肯定幼兒的能力、尊重幼兒個別差異性、採取彈性與開放的做法，並重視同儕的互動與社會性支持，以克服科學角學習活動的困境。根據本研究的發現提出以下建議：教師必須具備敏銳的心思設計科學學習活動、並能自我反思以組成成長團體，促動教師專業成長。

關鍵字

資深教師；科學角；教師信念

並列摘要

The purpose of this case study was to discover a experienced early childhood teacher's experience science area in a kindergarten classroom. In this study of a classroom science center in a kindergarten classroom, three questions were posed: (1) How do the teacher's beliefs influence development of the classroom science center? (2) What was the teacher's experience in planning and operating the classroom science center? (3) How did the teacher resolve challenges encountered when planning the area? Analysis of semi-structured interviews and the instructor's teaching materials revealed four major finding: (1) Cooperative learning between teacher and students, (2) teacher-parent collaboration, (3) use of natural materials available in the area, and (4) teacher’s experience and ability to design a science curriculum designs. The participating teacher was deeply convinced that young children can be active learners in a classroom science center. She believed teachers should respect individual differences among young children, foster a supportive learning environment, implement creative curriculum and focus on peer interaction and adult support. Additionally, teachers should be sensitive to the challenges encountered by children in a classroom science center. The findings of this study have immediate applications by teaching professionals: (1) Teachers have to develop sensitivity to children's need for exploration in the science center, and (2) teachers have to make up a support group and professional development, in order to understanding children's learning in the area.

並列關鍵字

Experienced teachers ； science center ； teacher's beliefs

參考文獻

Chan, T. C.(1996).Environmental impact on student learning.ERIC Document Reproduction Service.

Google Scholar

Patton, M. Q.、吳芝儀.、李奉儒譯(1995)。質的評鑑與研究。台北:桂冠。

Google Scholar

Stegelin, D. A.(2003).Application of the Reggio Emilia Approach to Early Childhood Science Curriculum.Journal of Early Childhood Education.30(3),163-17.