國小師資生在自然領域的專業成長－以探究式教學為例

盧秀琴; 徐于婷

doi:10.3966/207136492016040901005

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P115 - 142

社会科学 > 教育学

DOI： 10.6764/JTEPD

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国小师资生在自然领域的专业成长－以探究式教学为例

Pre-service Elementary School Science Teachers’ Professional Development in Teaching Science: The Case of Inquiry Teaching

卢秀琴(Chow-Chin Lu) ；徐于婷(Yu-Ting Hsu)

师资培育与教师专业发展期刊； 9 卷 1 期 (2016 / 04 / 01) ， P115 - 142

繁体中文 DOI： 10.3966/207136492016040901005

5Why 鹰架式提问教学； POE 教学；案例教学影片；师资生；教师专业成长； 5Why scaffolding guided questioning teaching ； POE teaching ； video of teaching example ； pre-service teachers ； teacher professional development

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摘要 │ 参考文献 (29) │ 被引用文献 (6) │ 国际计量

摘要〈TOP〉

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The purpose of this study is to observe whether pre-service teachers can successfully develop inquiry-based teaching knowledge and skills through the ＂methods course and educational practicum for teaching natural science＂ curriculum. Based on the curriculum, to explore the processes of their professional development. The subjects of this study were thirteen pre-service teachers majoring in Nature Science Education in a University of Education. Based on instructional theories, and with the use of case teaching videos, the authors attempted to observe and understand pre-service teachers’ changes in their designs of teaching plans, classroom teaching activities, and classroom management. Throughout the course, the pre-service teachers studied at first theoretical foundations of inquiry-based teaching, followed by watching case teaching videos, designing lesson plans, micro-teaching, and finally practice teaching in elementary schools. Meanwhile, the researchers collected data from a range of sources, including pre-service teachers learning portfolios, lesson plans, feedback sheets, videos of their classroom teaching, and interviews. These data were then analyzed, leading to the following assertions. First, pre-service teachers gained basic understanding of 5Why scaffolding guided questioning teaching and POE teaching method after studying the theoretical part in this course. They understand more about teaching after watching videos of examples on how to use inquiry-based teaching method during class. Second, pre-service teachers were able to design lesson plans, which were student-centered and relevant to students’ real life. Such inquiry-based teaching invoked students’ motivation and participation, enabling them to construct knowledge by themselves. Third, most of pre-service teachers considered their skills in asking good questions still lacking, even after they went through the teaching activities on inquiry science teaching methods. However, they were able to identify their shortcomings and to explore ways for further improvement. Fourth, all of the participating pre-service teachers agreed that studying inquiry-based teaching through watching videos of teaching examples could help them on the design of lesson plans and on science teaching practice. According to the results obtained, it is suggested that the video clips of teaching examples should be uploaded on the internet, making them easily accessible for pre-service teachers to use. In addition, pre-service teachers are encouraged to visit elementary schools to observe classroom teachers’ teaching, in order to improve their own classroom management skills.

参考文献 ( 29 ) 〈TOP〉

周水珍(2003)。师院生集中实习教学转化历程之研究。花莲师院学报，17，1-24。
连结：
卢秀琴、柯琳耀、洪荣昭(2009)。运用社区资源实施5Why 鹰架式提问教学活动。教育实践与研究，22(2)，1-32。
连结：
卢秀琴、洪荣昭、蔡春微(2008)。“5 Why”鹰架式提问提升国小学生学习成就与科学探究学习能力之研究～以「如何做面包？」教学模组为例。科学教育学刊，16(4)，395-413。
连结：
谢甫佩、洪振方(2004)。国小学生科学探究活动的课程设计及实施成果之个案研究。师大学报：科学教育类，49(2)，61-86。
连结：
Bencze, L.,Hewitt, J.,Pedretti, E.(2007).Personalizing and contextualizing multimedia case methods in university-based teacher education: An important modification for promoting technological design in school science.Research in Science Education,39(1),93-109.

被引用文献 ( 6 ) 〈TOP〉

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