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A Chemistry Student Teacher's Pedagogical Content Knowledge Development
|Issue Date: ||2012-11-22T07:43:01Z
|Abstract: ||本研究的目的在探究一位國中化學實習教師學科教學知識之形成，在實際教學情形中如何改變，以及影響學科教學知識改變的因素。 |
本研究採用質的研究法，在兩年的研究中，第一年進行微試教、校外實習之觀察 ，第二年上學期進行二十節的教室觀察 ，與實施不定期的晤談。所收集的資料包括正式與非正式的晤談、教室觀察 、個案教師的筆記與個案教師大四教學實習時的教學計畫與晤談資料。
The purpose of this study was to investigate the formation of pedagogical content knowledge on a femal chemistry student teacher It aims to understand how the subject's pedagogical content knowledge change during the practical teaching year and what factors influenced the student teacher's pedagogical content knowledge changed.
This study adopted qualitative research method, with which classroom observations (twenty teaching hours in one semester) and informal interviews were conducted. Date collected in this study included formal and informal interviews, classroom observations, the subject's notebooks, as well as the teaching plans and interview data made by the student teacher in her senior year at university.
The results indicated that the student teacher's teaching strategy was to help her students memorize concepts. Her teaching model was to assist students to accept the central concept. It was also found that the student teacher gained knowledge on students and teaching in her development of pedagogical content knowledge but did not have a salient improvement in her content knowledge. This study showed that teacher's belief and students themselves were the major factors which affected the development of the subject's pedagogical content knowledge; besides, the practical teaching experience had great influence on her beliefon teaching as well.
|Relation: ||科學教育, 6: 113-133|
|Appears in Collections:||[科學教育研究所] 期刊論文|
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