發展一份量表評估國小自然科教師的科技學科教學知識

Developing an instrument to assess Technological Pedagogical Content Knowledge of Elementary Science Teachers

張湄鈴(Mei-Ling Chang)

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(2011年)

https://doi.org/10.6840/cycu201100539

摘要

摘要
本研究的目的有三：首先，發展一份『國小自然科教師教學現況』量表探究國小自然科教師展現其TPACK的現況調查；其次，評估個案教師的TPACK表現與深入瞭解國小自然科個案教師遭遇科技學科知識的教學困境，最後，歸結出教師提升TPACK專業知能的解決之道。
本研究採用調查研究法為主再輔以質性訪談。根據問卷調查後的所得的量化資料，進行描述性統計、及T檢驗、單因子變異數分析與薛費法事後比較等分析，質性資料則是半結構訪談問卷內容為主，從中深入分析，得到以下研究結果與主張：
一、 研究者根據相關研究及文獻理論為基礎自編，經由專家及教師的審查，進行預試後，將預試施測之問卷資料進行信效度考驗而形成的正式量表，共分成五大面向，總計36題，可供自然教師針對本身TPACK 的發展進行自評。經由問卷調查實施，將量化資料進行統計分析，發現教師的TPACK的皆高於平均值3，可見教師對TPACK教學深具信心；且在畢業科系變項中，具有自然科背景畢業的教師，其學科內容知識的表現優於非自然科系畢業的教師。
二、 從四位個案教師量化資料進行統計分析，發現教師的TPACK的皆高於平均值3，可見教師對TPACK教學深具信心；但從教學屬性、性別、教學年資上並無明顯差異，唯有畢業背景對於學科內容知識產生差異。
三、 綜合問卷調查資料與四位個案教師量表，發現目前國小教師遭遇自己在自然科教學的最大困境，為本身的專業知識不足。經由訪談得知目前教師們希望教育行政機關可以提出完整的配套措施，包括政府與民間教育企業，共同舉辦經常性的符合課程內容知識的相關研習活動，並且能減輕教師的工作業務上負擔，以讓教師能更有意願來參與進修活動，以幫助教師的專業成長。

關鍵字

科技學科教學知識(TPACK) ； 自然科教師 ； 問卷發展

並列摘要

Abstract
There are three purposes in this research. The first purpose is to develop and validate a questionnaire which can assess elementary school science teacher’s ability of Technological Pedagogical Content Knowledge(TPACK) in the teaching activities. The questionnaire is the tool in this investigation study to explore elementary science teachers perceive their own competency of Technological Pedagogical Content Knowledge teaching. The second and the third is not only to further know what kind of predicament that elementary science teachers are facing to but also to supply some ways to overcome.
This research used both qualitative and quantitative research methods. The collection of the quantitative data from the survey of assess the current status of the object of the topics . Data analysis includes descriptive statistics, t-test, one-variable ANOVA, and Scheffe Post-hoc Comparison.The qualitative data included: the record of the interviews from the four teachers. After analysis of the research, the findings are as follows:

1. The development of the questionnaire was started from the relevant theories, then review by experts and teachers.Finally the conceptual structure of the questionnaire was induced andthe items were designed based on the structure. By applying item analysis, factor analysis and reliability analysis to conduct statistical analysis, five scales were yielded , total 36 items in the questionnaire. The quantitative data show the current status by elementary science teachers, their TPACK abilities are higher than the average of 3. It means teachers have confidence in TPACK teaching. In the graduate department variables, the better the performance in “content knowledge” with the science background of school teachers.
2. The quantitative data show the current status by four cases teachers, their TPACK abilities are higher than the average of 3. It means teachers have confidence in TPACK teaching. In the Teaching attributes, gender, and years of teaching department variables, their performance isn’t different, but the performance is different from content knowledge in the graduate department variables.
3. Further in-depth interviews with four cases of teachers participated in this study, found that the current elementary science teachers face their greatest challenge in teaching is short of professional knowledge. Teachers hope that eucational administration can provide rigorous supporting measures, including government and private education company cooperate to hold more learning activities conform to curriculum content knowledge, and reduce the burden on the work of teachers. Those advices will allow teachers more willing to participate in learning activities and help teachers build up their professional

並列關鍵字

Technological Pedagogical Content Knowledge ； develop and validate a questionnaire ； science teacher

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