國小科學教師對於社會性科學議題融入科學教學之觀點、教學實務與其專業成長;Elementary Science Teachers' Views and Teaching Practice Regarding Integrating Socio-Scientific Issues into Science Instruction, with an Investigation on Their Professional Development

NCUIR > College of Electrical Engineering & Computer Science > Graduate Institute of Network Learning Technology > Research Project > Item 987654321/63059

Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/63059

Title:	國小科學教師對於社會性科學議題融入科學教學之觀點、教學實務與其專業成長;Elementary Science Teachers' Views and Teaching Practice Regarding Integrating Socio-Scientific Issues into Science Instruction, with an Investigation on Their Professional Development
Authors:	吳穎沺
Contributors:	國立中央大學網路學習科技研究所
Keywords:	科學教育
Date:	2012-12-01
Issue Date:	2014-03-17 14:18:04 (UTC+8)
Publisher:	行政院國家科學委員會
Abstract:	研究期間：10108~10207;This study will be conducted to explore elementary science teachers’ views regarding SSI and SSI-based instruction. Also, their teaching practices regarding SSI-based instruction will be investigated. More importantly, a professional development program regarding SSI-instruction will be designed and implemented in this study, and the effects of the professional development will be examined. There are three stages of the conduct of this study. In the first stage, a group of elementary science teachers’ views regarding SSI and SSI-based instruction, as well as their teaching practices, will be explored by open-ended questionnaire. Then, according teachers’ responses on open-ended questionnaire, two quantitative instruments for assessing elementary science teachers’ views regarding SSI and SSI-based instruction, as well as their teaching practices, will be developed and implemented. In the second stage, possible factors related to teachers’ views regarding SSI and SSI-based instruction, as well as their teaching practices, will be explored. With quantitative instruments, the relationship between elementary science teachers’ beliefs about nature of science, conception of teaching, and their views regarding SSI and SSI-based instruction will be investigated. Also, differences between teachers of various teaching practice regarding SSI-based instruction on their beliefs about nature of science and conception of teaching will be also examined. In the final stage, a professional development program, integrating several strategies, including workshop, collaborative action research and on-line leaning community, will be designed and implemented. The effects of the professional development program on teachers’ views and teaching practice regarding SSI will be examined.
Relation:	財團法人國家實驗研究院科技政策研究與資訊中心
Appears in Collections:	[Graduate Institute of Network Learning Technology] Research Project

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