國中科學探究教學之教師實務知識研究

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張錫勳(Chang Hsi-Hsun)

指導教授 ： 甄曉蘭

國立臺灣師範大學/教育學院/課程與教學研究所/博士(2020年)

https://doi.org/10.6345/NTNU202000951

摘要

本研究旨在探討國中科學教師實施探究教學所展現的實務知識內涵與認知結構、影響因素與形成機制。並依據研究結果，對於科學師資培育以及教師專業成長提出建議。

本研究以兩位國中科學教師進行個案研究，藉由課堂觀察、深度訪談、文件分析等方法，分析詮釋的重點在了解兩位個案教師的共通性與差異性。研究結論如下：

一、國中科學探究教學之教師實務知識的內涵，涵括教師對科學、教學、學習，和學生等相關部分所融合的知識與信念。這些知識彼此交織運作，並透過教師信
念的篩選和增強，使得教師在課堂教學中以自我知識的內涵進行理解轉化與調整而成為教師個人的PCK。

二、國中科學探究教學之教師實務知識的結構，係以科學探究意象指引，形成課堂教學實務原則與實務規則，環環相扣。在教學意象的指引下，不斷地透過教師信念與教學省思的交互作用，而後運作於實際教學中，形塑自己的科學探究教學風貌。

三、國中科學探究教學之教師實務知識的影響因素，係由教師個人因素與當前教學環境因素交織而成。其中成長背景與求學經驗和面對教育改革的態度是影響個案教師科學探究教學實務知識發展的重要因素。

四、國中科學探究教學之教師實務知識的形成機制，主要包含教師個人的默會致知，以及教師社群的知識轉化傳遞螺旋等不斷的教師自我學習歷程。

最後，本研究依據結論，針對科學教師實施探究教學、科學教師專業發展以及未來研究等方面，提出相關建議。科學教師實施探究教學方面，建議運用小組學習引導學生從事探究活動，循序漸進培養學生的科學探究能力。科學教師專業發展方面，職前培育課程建議加強貫穿實務的課程以提升教學實務能力，以及加強跨領域的課程以發展素養導向教學能力；教師在職進修建議引導教師經由默會致知理論化個人實務知識以提升中小學教師的專業性，以及經由教師社群的知識轉化傳遞螺旋創新中小學教師專業知識。未來相關研究方面，建議增加課堂觀察時間、加強探索個案教師的PCK面向之間的互動情形，以及與其他層面實務知識的關聯、研究對象可擴及小學，高中或新手教師。

關鍵字

科學探究教學 ； 探究教學 ； 教師實務知識 ； 國中科學教師

並列摘要

The main aim of this study was to investigate two junior high school science teachers’ practical knowledge who were involved in the scientific inquiry teaching context. The focus of this study was to illustrate the component of science teachers’ practical knowledge, the structure of practical knowledge, the factors affecting practical knowledge and formation mechanism of practical knowledge .

A qualitative case study approach was conducted to elicit data needed.Through classroom observations, in-depth interviews and document analysis, data were collected and analysed, research findings were listed as follows:

1.The practical knowledge of the case teachers are formed by the teachers’ knowledge and beliefs about science, teaching, learning, and students.These aspects of teachers’ knowledge are intertwined through the filters and amplifiers of teachers’ beliefs, and shaped by self-knowledge, then be transformed into teachers' personal PCK.

2.The structure of the practical knowledge of the case teachers are guided by their images of scientific inquiry teaching, which formed the practical principles and rules of their teaching practices, informed by ongoing interaction through teachers’ beliefs and instructional reflection, then gradually shape their own science inquiry teaching style.

3.The influence factors of the practical knowledge of the case teachers are emerged by the interweaving of teacher’s personal factors and current milieu of teaching teaching factors. Among them, the growth background, learning experiences and attitude towards education reform are important factors that influence the development of the cases scientific inquiry teaching practical knowledge.

4.The mechanism of the practical knowledge of the case teachers that formed mainly includes the teacher's tacit knowing (learning from experienced teachers, enriching their professional knowledge, learning by doing experience, participating in public lesson syudy, etc.) and the knowledge spiral of the teacher community (through the interaction and application of explicit knowledge and tacit knowledge, to form a growing knowledge transformation and innovation).

Finally, based on the findings , suggestions for the science teachers to the implement of scientific inquiry teaching, teachers’ professional development and future research. For science teachers to implement scientific inquiry teaching, it is recommended to construct group learning activities, to engage gradually cultivate students' scientific inquiry ability. In terms of teachers’ professional development, pre-service teachers’ education courses emphasize actual practices to improve teaching practical ability, interdisciplinary courses to develop competency-based teaching ability; for enhance the professionalism of primary and secondary school teachers through tacit knowing of personal practical theory, innovate the professional knowledge of primary and secondary school teachers through the knowledge spiral of the teacher community. Future research , including increasing classroom observation time, strengthening the interaction between PCK aspects of exploring the cases, as well as relevance to other levels of practical knowledge, and specific suggestions for research objects that can be extended to elementary, high school, or novice teachers.

並列關鍵字

scientific inquiry teaching ； inquiry teaching ； teacher’s practical knowledge ； junior high school science teacher

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