题名

結合教師專業學習社群推動國小科技教育課程教學成效之研究-以「創意翻轉燈」主題探究課程為例

并列篇名

Effectiveness of Promoting Technology Education in Elementary Schools Through Professional Learning Communities: A Case of "Creative Flip Lamp," a Themed Exploration Course

DOI

10.6306/JITE.202407_(17).0001

作者

張美珍(Mei-Chen Chang);郭晴之(Ching-Chih Kuo)

关键词

專業學習社群 ; 標準本位評量 ; 科技教育 ; Professional learning communities ; standard-based assessment ; technology education

期刊名称

工業科技教育學刊

卷期/出版年月

17期(2024 / 07 / 01)

页次

6 - 29

内容语文

繁體中文;英文

中文摘要

研究背景:教師專業學習社群可促進教學成效,又科技教育正是各國教育改革關注的重要議題,但國小並未規劃於正式領域中,需透過議題融入的方式來進行,對於未接觸過相關課程之教師,要推動有其困難度,期待透過專業社群的運作,讓國小科技教育課程可以順利的推廣與落實。研究目的:探究透過社群運作推動國小科技教育課程的教學成效提出教學省思與研究建議。研究方法:本研究採混合研究法,以四所學校高年級共8個班級為合作對象,藉由跨校的社群運作推動國小科技教育議題-「創意翻轉燈」主題探究課程,透過教師訪談分析四所學校專業社群的運作模式,同時透過單一樣本t檢定的量化分析及學生學習單、作品與心得回饋,分析學生在本專題的學習成效。研究發現:透過社群的共備與互助合作,促進不同領域專長的教師進行跨域合作,不僅提升了自身的專業知能,更開啟了教學的多元樣貌,再佐以行政的助力,讓學生享受到更完善的教學活動,並有效提升學生科技教育的學習成效,故透過教師專業社群的運作有利於科技教育課程的推廣與落實。研究結論與建議:教師專業學習社群的運作,有利於教師的跨域合作,不僅能讓教師接觸不同的課程,提升教師科技教育的專業知能,創造不同的教學樣態,還能有效提升學生的學習成效,讓科技教育課程可以順利的推廣到不同的學校。可發揮創意的動手實作課程,學生需要更多的支援與協助,故建議社群的運作需結合行政的人力規劃與課務協調,才能讓課程進行的更加順利。

英文摘要

Background: Professional learning communities (PLCs) can enhance students' learning outcomes, and technology education is a critical area of focus in global education reform efforts. However, technology education is not formally planned within the elementary curriculum and must be integrated through thematic activities. This presents challenges for teachers who have no previous experiences with such courses. We envision that PLCs will play a pivotal role in promoting and implementing technology education initiatives. Purpose: We examined the effects of PLCs on teaching outcomes at elementary schools. We made recommendations for future research. Methods: We employed mixed methodology, selecting eight fifth and sixth grade classes in four different schools as partners. A technology education course (i.e., a themed exploration course titled "Creative Flip Lamp") was promoted through learning communities across schools. Through teacher interviews, we analyzed the professional community operation models of the four schools. Additionally, we utilized one-sample t-test (for quantitative analysis), student worksheets, works, and feedback to examine students' learning outcomes. Results: Through the cooperative preparation and mutual assistance between the communities, we facilitated the interdisciplinary collaboration among teachers with different fields of expertise, elevating their professional competence and diversifying their education methods. With related administrative support, we allowed the students to benefit from more comprehensive teaching activities, effectively strengthening their technology education learning outcomes. These results indicate that the use of PLCs is conducive to the promotion and implementation of technology education courses. Conclusions: PLCs can facilitate teachers' interdisciplinary collaboration, exposing them to a range of different courses, enhancing their professional competence in technology education, creating different teaching methods, and effectively improving students' learning outcomes. These benefits enable the smooth promotion of technology education courses across different schools. Students in hands-on courses require more support and assistance. Hands-on courses allow students to express their creativity. We recommend integrating PLCs with administrative arrangements pertaining to personnel and curricular affairs to ensure the smooth running of such courses.

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