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協助中學數理教師設計STS教學活動之行動研究

An Action Research to Facilitate In-service Mathematics and Science Teachers Develop of STS Modules

摘要


數理師資培育者一向關切如何提昇數理教師專業能力的議題。本研究以一群修習《科學、技學與社會》課程的在職數理老師(N=38)爲對象,使其發展STS教學模組從而認識STS理念與策略,並養成設計STS教學模組的能力。研究者在授課的歷程中,實踐行動研究的理念,隨時觀察參與教師所遭遇的問題,並提出因應的解決策略,以協助其發展教學模組。其間,研究者並以敘述性分析的方式,記述這一段與在職數理教師互動的經驗。互動之間,研究者發現參與教師接觸新的教學理念頗受學術社群術語所限,又因對「技學」一詞的意義不夠了解,也影響其使用議題及以此連結相關科學概念的能力。此外,所發展的模組中呈現內容過繁、邏輯性不足與欠缺創意的現象。研究者於行動進程中採以:加強對STS理念與定義的闡釋,提供多樣化的範例做爲參考資料,就其問題做個別化之討論與引導,協助其認識主題與議題在其中之核心地位,提供參與教師間進行相互之書面與口頭評述與深入討論的機會,促進其整合所蒐集的設計資料。參與教師綜評應用STS理念於實際教學,有22類優點與10類有待克服的項目。末了,爲有助於實踐STS教學之理想,本研究對數理師資培育課程提出建議,並特別強調此課程連結真實教學情境所獲經驗的重要性。

並列摘要


This study used a graduate-level ”science/technology/society” course and a group of mathematics and science teachers (M & S teachers) (N=38). The purpose of the course was to help the M & S teachers to understand STS rationale and strategies in more depth and develop their ability to develop STS modules. The instructor in this course, as an action researcher, was to collect M & S teachers' opinions and problems faced in this course. The researcher tried to respond these problems as soon as possible by providing immediate assistances. The results of this study were recorded and presented through narratives. It was reported that: (1) The jargon used in the science education community was an obstacle to understanding the real meaning of the specific educational theory. (2) In-service M & S teachers were not familiar with the profound meaning of technology. (3) This lack of understanding of technology hindered their efforts to connect the societal issues to possible embedded scientific concepts. (4) In developing STS modules, M & S teachers covered too much content, and lacked logical connections between individual parts. In the process of this study, the researcher tried to interpret the rationale and definition of STS more detail, provide a variety of exemplars as reading assignments, answer questions based on what M & S teachers produced and encourage their interactive discussion by reviewing the paper work through oral presentations. All of these aimed to promote the teachers' understanding of STS and their ability to integrate the resources used in developing the task. Finally, M & S teachers reported 22 benefits and 10 disadvantages in adopting STS modules in school science teaching. Based on the results, this study suggested feasible ways to conduct pre- and in-service M & S teacher education. Remarkably, the M & S teacher programs need to connect to authentic learning environments.

參考文獻


Aikenhead, G. S.,Kumar, D. D.,Chubin, D. E. (Eds.)(2000).Science, Technology, and Society. A sourcebook on research and practice.New York:Kluwer Academic publishers.
American Association for the Advancement of Science(1993).Benchmarks for science literacy.New York:Oxford University Press.
Bradford, C.,Rubba, P. A.,Harkness, W. L.(1995).Views about science-technology-society interactions held by college students in general education physics and STS course.Science Education.79(4),355-373.
Cajas, F.(1999).Public understanding of science: using technology to enhance school science in everyday life.International Journal of Science Education.21(7),765-773.
Cheek, D. W.(1994).Trends and dilemmas in science, technology and society education within k-12 schools in the United States.(Trends and dilemmas in science, technology and society education within k-12 schools in the United States).,未出版.

被引用紀錄


林靜宜(2012)。桃園縣國小自然與生活科技領域教師實施探究取向的教學之調查研究〔碩士論文,中原大學〕。華藝線上圖書館。https://doi.org/10.6840%2fcycu201201078

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