一個同儕教練為基礎之發展模式對國中科學教師PCK之影響：以〈熱與溫度〉單元為例

Exploring the Peer Coaching-Based Developmental Model on PCK of Middle Science Teachers: An Example of "Heat and Temperature"

10.6173/CJSE.2013.2101.01

張世忠(Syh-Jong Jang)；李俊毅(Jun-Yi Lee)；謝幸芬(Hsin-Fen Hsieh)

同儕教練 ； 專業發展 ； 學生知覺 ； 學科教學知識 ； Peer Coaching ； Professional Development ； Students' Perceptions ； Pedagogical Content Knowledge

科學教育學刊

21卷1期（2013 / 03 / 01）

1 - 24

繁體中文

科學教師PCK是教師專業發展的核心。本研究選擇〈熱與溫度〉為單元內容，主要的目的在於探討一個發展的同儕教練為基礎模式，對科學教師的PCK之影響。三位中學科學教師和他們教授8年級學生參與本研究，資料蒐集包含學生對教師學科教學知覺問卷前後測試，每位科學老師針對模式中指派的問題和作業、同儕教練會議、科學教師所作的反思日記、和科學老師的晤談。採用質性、量化分析研究法。研究發現學生對老師的PCK知覺在整體的得分上沒有達到顯著差異水準，在四個向度中，只有教學表徵達顯著差異水準；為了更加清楚教師之PCK改變的情境和狀況，研究者加以描述各向度內單題之變化情形。有關同儕教練對教師之「教學表徵」之改變內涵說明，則可以由以下四方面：「運用熱對流與幅射的模型」、「熱脹冷縮的示範活動」、「以量筒粗細比喻比熱的大小」和「增加圖片解說海陸風形成的原因」等。本研究的發現與建議可作為未來在職教師發展科學教師之PCK的參考。

Pedagogical Content Knowledge (PCK) of in-service teachers is an important issue for current teacher education in Taiwan. The purpose of this study was to examine the current PCK of science teachers, and explore peer coaching to affect the PCK development of science teachers. The topic of heat and temperature was chosen, and a peer coaching-based model was developed in this study. Three certified science teachers and three classes of eighth graders participated in this study. We used a mixed methods design, incorporating both quantitative and qualitative techniques. The main data included peer coaching meeting, questionnaires of students' perception of teacher's PCK, written assignments, reflective journals and interviews. The findings of this study showed students' overall perception of their teacher's PCK from the pretest to the posttest did not attain the significant difference level; In four dimensions of questionnaire, the only one with significant difference is the representational repertoire (RR) dimension. In order to understand more about the change of teachers' PCK based on contexts and situations, we further describe the change of each item within each dimension. The change of science teachers’ RR influenced by peer coaching can be explained through the following four aspects: ”Apply the thermal convection and radiation model,” ”demonstrate the examples of heat expansion and contraction,” ”use the size of cylinder to explain specific heat capacity” and ”use some pictures to illustrate the reasons cause land-sea breeze.” The research implications of this study are provided along with suggestions.

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