科學探究專業成長方案對國小集中式特教班教師實施探究教學專業知能改變之個案研究

吳雅萍; 陳明聰

doi:10.6172/BSE.201907_44(2).0001

山西大学，您好！

感谢采购，人社期刊库｜人社论文库，期间：2024/01/01~2024/12/31

感谢试用，科学期刊库｜科学论文库，期间：2024/10/20~2025/01/20

浏览高级检索

关闭
检索检索高级检索出版物检索
浏览期刊主题浏览核心期刊浏览期刊拼音浏览

关闭

查询符号(半角)	查询符号意义说明
空格	表示为「AND」两个查询词之交集
双引号 ( " " )	片语以双引号标示开始及结束，而且只寻找出现顺序相同的字词，例： " image process "
?	表示一个字母切截，输入两个?表两个字母，依此类推，例：输入「Appl?」，查得结果应为appl e , appl y … ( 常用于英文字查询 )
*	表示不限字母切截，由0~n. 例：输入「appl*」，查得结果应为appl e , appl es , appl y , appl ied , appl ication … ( 常用于英文字查询 )
AND、OR、NOT	布尔逻辑组合关键字，用来扩大或缩小查询范围的技巧。 (1) AND ：缩小查询范围 (2) OR ：扩大查询范围(3) NOT：排除不相关的范围

DOI 是数位物件识别码（ D igital O bject I dentifier ）的简称，
为物件在网路上的唯一识别码，可用于永久连结并引用目标物件。

使用DOI作为永久连结

每个DOI号前面加上「 http://dx.doi.org/ 」便成为永久网址。
如以DOI号为 10.5297/ser.1201.002 的文献为例，此文献的永久连结便是： http://dx.doi.org/ 10.5297/ser.1201.002 。
日后不论出版单位如何更动此文献位置，永久连结所指向的位置皆会即时更新，不再错失重要的研究。

引用含有DOI的文献

有DOI的文献在引用时皆应同时引用DOI。若使用APA、Chicago以外未规范DOI的引用格式，可引用DOI永久连结。

DOI可强化引用精确性、增强学术圈连结，并给予使用者跨平台的良好使用经验，目前在全世界已有超过五千万个对象申请DOI。如想对DOI的使用与概念有进一步了解，请参考（）。

ACI:

数据来源：Academic Citation Index，简称ACI

台湾最大的引用文献资料库，目前收录台湾与港澳地区所出版的人文学、社会学领域学术期刊之书目资料与参考文献，总期刊量超过690种，每年定期公布收录期刊的影响指数(Impact Factor)等指标给大众，并提供专家学者与学术单位实用的计量与分析功能。

五年影响指数（5-Year Impact Factor）：某一期刊前五年所出版的文章在当年度的平均被引用次数。

公式：（前五年发表论文在统计年的被引用次数）÷（前五年论文产出论文总篇数）

例如：A期刊2017年之五年影响指数

(A期刊2012-2016年发表论文在2017年的被引总次数)/(A期刊2012-2016年发表的论文总数)

什么是预刊文章？

为提供读者最前线之学术资讯，于期刊文献获同意刊登后、纸本印制完成前，率先于网路线上发表之文章即为预刊文章。预刊文章尚未有卷期、页次及出版日期资讯，但可藉由DOI号识别。 DOI号是文献的数位身份证字号，不论预刊或正式出版皆不会改变，读者可点击DOI连结，或于DOI号前面加上「 http://dx.doi.org/ 」连结到文献目前最新版本。

如何引用预刊文章？

请使用预刊文章的线上发表日期及DOI号来引用该篇文献。

引用范例(视不同引文格式规范可能有所差异)：

作者姓名。文章篇名。期刊名称。 YYYY/MM/DD线上预先发表。

doi:DOI 号

来源数据

P1 - 27

社会科学 > 教育学

DOI： 10.6172/BSE

书目管理工具

相关连结

问题回报

全文下载

科学探究专业成长方案对国小集中式特教班教师实施探究教学专业知能改变之个案研究

Case Study on Self-contained Special Education Classroom Teachers' Professional Development for Scientific Inquiry Teaching

吴雅萍(Ya-Ping Wu) ；陈明聪(Ming-Chung Chen)

特殊教育研究学刊； 44 卷 2 期 (2019 / 07 / 31) ， P1 - 27

繁体中文 DOI： 10.6172/BSE.201907_44(2).0001

科学探究专业发展；特殊教育教师；探究教学；集中式特教班；严重认知障碍学生； professional development for scientific inquiry teaching ； special education teacher ； inquiry teaching ； self-contained classroom ； students with significant cognitive disabilities

0 个人觉得这篇文章赞

摘要 │ 参考文献 (36) │ 被引用文献 (3) │ 国际计量

摘要〈TOP〉

并列摘要〈TOP〉

Purposes: Nationally, preservice teacher education does not emphasize training related to science teaching. However, when teaching in self-contained special education classrooms, teachers must teach science. Furthermore, current in-service teacher training programs are still in the developmental stage; therefore, professional science teaching training programs must be developed for special education teachers. Methods: This study adopted a case study methodology to explore the professional knowledge transformation and progress of five special education teachers in self-contained classrooms; the teachers were determined to participate in a scientific inquiry professional development program. Data were analyzed through cross-case analysis and a constant comparative method. This program emphasized the use of guided inquiry teaching materials, corresponding problem-solving strategies aligned to teachers' problems, and a cross-disciplinary science-based teacher professional learning community. The program consisted of a Natural Science Curriculum day workshop, models of curricular implementations, consultations with science education experts, and individual guidance from the first author/researcher. Data were collected over a one and a half year period and included professional development meeting records, teaching video clips, various other documents, interview transcripts, teaching self-reflection logs, and researcher notes. Results/Findings: The results of study are outlined as follows: Before participating in the professional development program, the five special education teachers typically used a narrative or lecture approach to science teaching. In the initial stages of implementing inquiry teaching, the teachers performed the teaching steps of inquiry teaching hastily, resulting in general teaching and assessment problems. After the implementation of the professional development program, the teachers not only changed their concepts of inquiry teaching but also enhanced their inquiry teaching skills and teaching fluency. This change in teacher conceptual knowledge and skills resulted in an increase in the motivation and participation of students with significant cognitive disabilities; this increase further enabled students to develop the ability to compare similarities and differences and discussion skills related to inquiry processes. However, the participating teachers still lacked the inquiry-based instructional skills of guiding students' questioning and prediction skills and needed to improve it continually. Conclusions/Implications: After participating in a scientific inquiry professional development program, five special education teachers demonstrated the characteristics of inquiry teaching and facilitated their students’ learning participation and some inquiry skills, such as observing, operating, comparison and discussing. Our study proposes the organization of cross-disciplinary teacher professional learning communities, models of curricular implementations, and teaching templates as essential scaffolds for positively influencing special education teachers in professional development programs in effectively developing skills for scientific inquiry teaching. A few suggestions related to in-service programs and future studies are specified based on the findings of the study. The results of this study can serve as a reference for the future planning of science teaching professional development programs for special education instructors teaching in self-contained classrooms.

参考文献 ( 36 ) 〈TOP〉

陈均伊, Jun-Yi(2010)。教师专业成长之个案研究：一位国中自然教师探究教学观点的转变。教育科学研究期刊，55(2)，233-264。
连结：
Bogdan, R. C.,Biklen, S. K.(2007).Qualitative research for education: An introduction to theory and methods.Boston, MA:Allyn & Bacon.
Browder, D. M.,Spooner, F.,Wakeman, S.,Trela, K.,Baker, J. N.(2006).Aligning Instruction with Academic Content Standards: Finding the Link.Research & Practice for Persons with Severe Disabilities,31(4),309-321.
Bybee, R. W.,Trowbridge, J. H.(1990).Applying standards-based constructivism: A two-step guide for motivating students.New York, NY:Cambridge University Press.
Carin, A. A.,Bass, J. E.,Contant, T. L.(2005).Teaching science as inquiry.Upper Saddle River, NJ:Pearson Education.

被引用文献 ( 3 ) 〈TOP〉

陈凯莘,林思贤,王苹(2020)。国中集中式特教班之科技领域课程与教学－特殊教育与生活科技科实习教师的跨领域协同教学。特殊教育发展期刊，69，55-74。
黄彦融,林燕玲(2020)。高中集中式特教班教师科技教学内容知识与专业能力之研究。特殊教育学报，51，31-64。
(2022)。国小教师专业成长量表编制之研究。台东大学教育学报，33(2)，35-70。

国际计量

〈TOP〉

E-mail ：

文章公开取用时，将寄通知信至您填写的信箱地址