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Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/14530

Title: 國小自然科教師試行科學價值教學之行動研究─PCDC科學探究與價值澄清法之搭配
An Elementary Science Teacher's Action Research on Trying Science Value Teaching-Integrating the PCDC Instructional Model and Value Clarification
Authors: 李復芝;張靜嚳
Contributors: 科學教育研究所
Keywords: 價值;價值教學
Value;Value teaching
Date: 2004-01
Issue Date: 2012-11-22T07:39:03Z
Publisher: 彰化師範大學科學教育研究所
Abstract: 本研究的目的在發展可行的科學教育價值教學模式,包含可能的教學效果以及實施教學過程中可能遇到的困難和解決之道。發展策略是以行動研究的方式在問題中心雙環教學模式(PCDC)中融入價值澄清法。本研究者為國小自然科教師,在自己任教的一國小六年級普通班(36人),於自然科的三個單元,自行設計可彰顯科學價值的教學活動,並採行動研究的方式來進行。資料蒐集以質性資料為主,包含晤談、課室觀察、教學錄影帶、學生的學習單、各種作業,以及教師自我反省之資料。資料以多重來源蒐集,多人詮釋,多種不同方法分析,來提高本研究的效度。研究結果發現,科學價值教學可建立於PCDC的教學模式上,即在PCDC外環的四大要領,融入價值澄清法即可。具體做法是:從學生的言行分析出未被彰顯或混淆不清的科學教育價值,以此為教學問題起點。此時教師也要充分瞭解教材內容、課程目標,先自我澄清課程或教材中的價值,再配合學生的現況和需要,慎選適合於自然課發展的價值。再就所選定的價值,設計可以誘發或協助學生澄清所選定之價值的教學活動。實施時,要注意引導策略與環境的佈置。更重要的是要由外環的價值教學環來帶動內環的價值澄清環。於學生價值觀改變的成效方面,學生會開始反省自我價值觀與檢討自身的行為。
The purpose of this study was to develop a science value teaching model including the effect of the model and the difficulties when the model was developing. The strategy of developing the model was by action research through integrating the PCDC model and value clarification. An elementary science teacher designed and implemented science teaching toward value orientation in her science classroom of a sixth grade class with 36 students. Data collection focused on qualitative data included interviews, classroom observations, teaching videotaping, students' assignments, and the researcher's teaching journals etc. Multiple sources of data, different people's interpretation, and different analysis methods were used to enhance validity of the study. The results showed that integrating Problem Center Double Cycles (PCDC) and value clarification did work for science value teaching. At the beginning, the teacher tried to find students' unclear values in science education through analyzing students' sayings and actions. According to the results of the analysis, the teacher selected a few values in science education that were appropriate for the students and the course of nature science. Then the teacher designed and developed tasks of value-oriented leaning activities to help students clarify these values. In order to prepare and implement the tasks, the teacher need to fully understand the content of instructional materials and curriculum objectives; furthermore, the teacher need to self clarified the values in the curriculum and instructional materials. In implementing, teacher must notice and kept in mind to toward value clarification in guidance, environment, and analysis, which were the other three elements of teaching cycle in PCDC. The more important was to lead and keep the inner value learning cycle running by outer value teaching cycle. After the one year value-oriented teaching, the results of this study also indicated that the students' values in science education can change.
Relation: 科學教育, 14: 61-84
Appears in Collections:[科學教育研究所] 期刊論文

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