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An Elementary Science Teacher's Action Research on Trying Science Value Teaching-Integrating the PCDC Instructional Model and Value Clarification
|Issue Date: ||2012-11-22T07:39:03Z
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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