職前生物教師資訊科技融入學科教學知識(TPCK)發展之研究

The research on development of pre-service biology teachers' technological pedagogical content knowledge (TPCK)

林祖強(Tzu-Chiang Lin)

指導教授 ： 鄭湧涇 ； 林陳涌

國立臺灣師範大學/理學院/生命科學研究所/博士(2012年)

摘要

本研究旨在探究職前生物教師從事資訊科技融入教學所需之「資訊科技融入學科教學知識(Technological Pedagogical Content Knowledge, TPCK)」。為瞭解TPCK之主要內涵及生物教師所應具備之TPCK相關素養，本研究首先利用半結構式晤談，探究在職與職前生物教師所具有之TPCK，並進一步分析晤談內容以比較兩群具備不同教學經驗的生物教師之TPCK異同，同時利用此晤談結果作為發展可供評估職前教師TPCK之研究工具的依據。此外，本研究為探討是否能藉由師資教育課程改善而增進職前生物教師TPCK的成長，乃採用情境學習理論的理念，設計並架設一輔助職前生物教師修習生物師資教育課程的數位學習平台–¬Technology Enhanced & Assisted Curriculum Headquarter (TEACH)，以促進職前生物教師在師資教育課程中TPCK之發展。最後，再應用準實驗研究設計，以國立臺灣師範大學修習「生物教材教法」與「生物教學實習」的兩班職前生物教師為對象，擇一於課程中使用TEACH網站，並在課程進行之前後利用各類相關研究工具，以評估使用TEACH網站對職前生物教師在網路資訊評判標準、對資訊科技的態度、學科內容知識、學科教學知識以及資訊科技融入學科教學知識等方面的影響。

研究結果發現，職前生物教師在教學信念上傾向認為資訊科技在教學中的應用，是做為增進教學過程之效率並提供更多教學補充的工具，而在職生物教師則傾向認為資訊科技是增進學生學習的教學輔助工具；而在教學評鑑方面，職前生物教師多認為資訊科技可用於協助測驗的進行，在職生物教師則著重如何透過資訊科技的幫助以瞭解學生的想法；在與學科內容相關的資源方面，職前生物教師較需要獲取有關教學方法方面的知識，在職生物教師則傾向獲取學科內容延伸或新的相關知識；至於教學設計方面，職前生物教師重視如何在教學設計中引起學生動機，在職生物教師除考量學生動機外，尚能思考依據學生的不同學習需求而利用資訊科技提供不同的學習機會；最後在教學表徵方面，職前生物教師會認為資訊科技可用於取代傳統教學媒體，在職生物教師則認為利用資訊科技較能在教學中呈現多重的表徵。

針對將情境學習理論應用於師資教育課程的可能限制，本研究開發數位學習平台–TEACH並將之融入於師資教育課程中，同時邀集在職生物教師、職前生物教師與師資教育學者使用並提供修改建議，研擬三項主要設計準則，包括：一、強調以教學設計為基礎的能力；二、強化社群互動；三、實施線上微試教，應用於改進此平台，使之更符合情境學習理論。

本研究也發現，TEACH網站的使用對職前生物教師的網路評判標準、對資訊科技的態度、學科內容知識等並無顯著影響，但對其學科教學知識的提升則有顯著助益。在TPCK方面，TEACH網站的主要效益在使職前生物教師能夠由「僅思考如何完成教學工作」的想法轉為逐漸能以「如何支持學習者學習」的角度考量如何進行資訊科技融入教學，以及能依教學單元的不同思考運用不同教學表徵的可能性。依據研究的結果，本研究建議在發展評估教師TPCK的工具時，應盡可能以融入學科內容情境的方式進行命題，而「生態學」、「生物的分類」、「遺傳學」以及「演化」等教學單元則是可供發展生物教師TPCK評估工具的學科內容。

關鍵字

生物師資教育 ； 資訊融入教學 ； 教師資訊素養 ； 教師知識 ； 學科教學知識 ； 資訊科技融入學科教學知識 ； 情境學習理論

並列摘要

The purpose of this study is to investigate pre-service biology teachers’ technological pedagogical content knowledge (TPCK). In order to explore the essential contents of TPCK and to get acquainted with such literacy of contemporary biology teachers, the author first interviewed two groups of biology teachers who possessed different levels of teaching experience. The results obtained from the interviews were analyzed and used to reveal the similarities and differences of the TPCK from the two groups of biology teachers. The responses from interviewees were then utilized as the basis of developing instruments for assessing pre-service biology teachers’ TPCK. In addition, this research designed and constructed an e-learning platform, the “Technology Enhanced & Assisted Curriculum Headquarter (TEACH)”, which was based upon the rationale of situated cognition. The TEACH was employed in biology teacher education program to support pre-service biology teachers’ learning and to afford their competence toward teaching with information technologies. Finally, a quasi-experimental approach was applied to investigate how TEACH affected pre-service biology teachers’ professional knowledge that associated with instruction.

The results indicated that pre-service teachers tended to focus more on the technologies to ‘perfect’ their teaching when they faced e-teaching issues. They preferred to use technologies to complement their teaching, and to acquire teaching methods and to alternate the conventional representation of knowledge in their teaching. As so, they concerned more with how to conduct teaching rather than how their students learn, except students’ motivation. In most cases, the pre-service teachers thought that the main way to design e-teaching was to use technological tools or multimedia to attract students’ attention. Though the in-service teachers were also concerned with students’ motivation, they cared more about whether their instructional design could offer more learning opportunities and thus accommodate different students’ needs via multiple representation based upon technological tools.

Further, the challenges that might occur in applying situated cognition in teacher education programs, including insufficient opportunities for cognition apprenticeship, limited social interactions, and constraints in microteaching, are then presented. Correspondingly, this research suggests three principles to establish a Web-based environment to highlight and support the rationales of situated cognition in conventional teacher education programs: enhancing peripheral participation, strengthening cognitive apprenticeship, and forming special interest groups online.

At last, the results of quasi-experimental research indicated that the application of TEACH in biology teacher education program did not afford extra benefit than conventional setting as in pre-service teachers’ information commitment, attitudes toward information technologies, and content knowledge. But the assistance of TEACH did bring significant and positive impact on these trainees’ pedagogical content knowledge. As to TPCK, the main merits that TEACH provided was to transform pre-service teachers’ idea about teaching from “thinking about how to complete instructional works” to “thinking about how to support students’ learning”. Also, TEACH offered the opportunities to reflect the possibilities to apply multiple representations in different teaching units and to give consideration to students’ varied needs toward learning. It is strongly recommended that the context of content knowledge shall be included in the development of instruments that aimed at assessing biology teachers’ TPCK. Further, the content knowledge of “ecology”, “genetics” and “evolution” are profitable topics to be applied in the development of such kind of instrument.

並列關鍵字

Biology teacher education ； Technology-embedded teaching ； Information literacy of teachers ； Teacher knowledge ； Pedagogical content knowledge (PCK) ； Technological pedagogical content knowledge (TPCK) ； Situated learning

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