小學教師科學本質概念及教學之研究

Elementary Science Teachers' Conceptions of the Nature of Science and Instructional Practice

10.6173/CJSE.200106_9(2).0005

王靜如(Wang Jing-Ru)

科學本質 ； 教學思維 ； 教學實務 ； The nature of science ； Pedagogical thinking ； Teaching practice

科學教育學刊

9卷2期（2001 / 06 / 01）

197 - 217

繁體中文;英文

本研究目的在建構國小教師對科學本質概念的瞭解，並且探討教師如何轉換科學本質於教學實務中。本研究以質性研究法，如開放問卷、教室觀察記錄、課後晤談及刺激回憶晤談等方式，針對兩位國小自然科教師之教學，探究其科學本質概念、教學實務和教學思維，以及三者之間的關係。調查結果發現本研究教師持有適當的科學本質概念，雖然教師的教學思維沒有含蓋教科學本質的意圖，資料進一步分析卻發現教師教學思維潛在的科學觀與教學實務之間有相關性。基於兩位個案教師之研究發現，本研究提出科學師資培育課程及後續研究之改進意見，期能改進科學教育之成效。

The purposes of this study were to construct an understanding of two elementary teachers' conceptions of the nature of science (NOS) and the ways teachers translated their conceptions of the NOS into instructional practices. The two teachers were investigated through qualitative methods including an open-ended questionnaire, classroom observations, field notes, interviews, and vedio-taping. The findings revealed that the participant teachers hold proper understandings of part of the NOS. However, the teachers' pedagogical thinking did not involve teaching the NOS. The interview data showed that the teachers' pedagogical thinking reflected some science views which did impact their classroom practices. The results of the current research provided some suggestions for improving science education.

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