電腦輔助知識翻新教學對師資培育生科學教學信念之影響

Effects of Computer-Supported Knowledge Building on Teacher-Education Students' Teaching Beliefs in Science Education

10.6173/CJSE.202212_30(4).0001

張芷瑄(Chih-Hsuan Chang)；洪國財(Guo-Tsai Hung)；洪煌堯(Huang-Yao Hong)

知識論壇 ； 知識翻新 ； 科學教育 ； 師資培育生 ； 教學信念 ； Knowledge Forum ； Knowledge Building ； Science Education ； Teacher-Education Student ； Teaching Beliefs

科學教育學刊

30卷4期（2022 / 12 / 01）

287 - 307

繁體中文;英文

教學信念一直被視為是影響教學行為的重要指標，它不僅影響教師的教學表現，更是學生學習效果的關鍵。因此，瞭解與發展成熟的教學信念不僅是在職教師應該面對的挑戰，也是師資培育課程發展所應關注的焦點。本研究的目的在透過電腦輔助知識翻新的教學，幫助自然科師資培育生發展建構導向的教學信念。研究對象為28位修習自然科教材教法課程的師資培育生，以知識翻新理論作為教學設計理念的基礎，輔以知識論壇線上學習環境，讓學生在合作學習中分享知識與交流想法，並持續進行教學知識的精進與翻新。資料來源主要為師資生在知識論壇上的貼文與討論，與自然科教學本質的開放式問卷。研究結果顯示電腦輔助知識翻新教學有助於提昇師資生以學生中心為主的教學信念，使其對自然科的教學信念更趨向以「引導學生主動思考與探索科學」的活動為主。

Teaching beliefs have been regarded as an important indicator that influences teacher behaviors. The purpose of this study was to help teacher-education students develop more informed and diversified science teaching beliefs. Participants were 28 undergraduate teacher-education students who took a course titled "Study of Subject Matters, Teaching Methods in Elementary School Natural Sciences". Instructional design was based on knowledge building pedagogy, with Knowledge Forum© being used to assist the participants in continuously working with ideas and progressively transform these ideas into practical teaching knowledge while reflecting on their teaching beliefs. Data mainly came from students' online activity in Knowledge Forum and a belief survey using open-ended questions. The results showed that after engaging in computer-supported knowledge building for a semester, the teacher-education students developed more constructivist-oriented teaching beliefs, and as such, they tended to view science teaching as a way to help young learners inquire and explore science, rather than to view it as a way to deliver scientific knowledge.

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