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Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/14629

Title: 一位高中物理教師對於探究取向科學演示的詮釋以及其實施的影響因素之研究
A Physics Teacher’s Interpretation on an Inquiryoriented Demonstration and the Factors for Implementing Demonstration
Authors: 林淑梤;張惠博;段曉林;姜志忠;楊巽斐
Contributors: 科學教育研究所
Keywords: 高中物理教學;科學演示;計畫行為理論;實務知識
High School Physics Teaching;Demonstration;Theory of Planned Behavior;Practical Knowledge
Date: 2006-12
Issue Date: 2012-11-22T07:45:03Z
Publisher: 中華民國科學教育學會
Abstract: :本研究旨在探討一位具有建構取向教學經驗的高中物理教師,呈現他對於科
This study investigated how a high school physics teacher with constructivist teaching approach
to interpret inquiry-oriented demonstration. First, we recognized the teacher’s perspective on demonstration
and his routine teaching. We then investigated his interpretation on demonstration, and
learning outcome of students about rotational concepts. Finally, we investigated the factors whether
the teacher would implement inquiry-oriented demonstration. Interpretive study design was used, and
data collection included classroom observation, interview with the teacher and students, pretest and
posttest. Constant comparison method was used to analyze data from multiple resources. Moreover,
we compared the data and theory of planned behavior to understand the relationship between the
teacher’s belief and action. Students’ learning outcomes was represented by the analysis of protest
scores between demo class and non-demo class. There are two functions about demonstration perceived
by the teacher such as presenting phenomena and representing science concepts to induce
student’s key concepts. However, his perspectives about demonstration and routine teaching of circuitous
questioning would hinder him guiding students to explore the relationship between demonstration
and concepts. Because the teacher’s perspectives about demonstration differed from the
researcher’s, the teacher’s interpretation of inquiry-oriented demonstration differed from the original
design of activities. Demonstration as example can improve students’ involvement, but it cannot
promote students’ understanding effectively about concepts. The connection between the appropriate
curriculum and demonstration, students’ involvement, and teachers’ practical knowledge about demonstration
were the factors to affect teachers’ success on demonstration.
Relation: 科學教育學刊, 14(6): 615-635
Appears in Collections:[科學教育研究所] 期刊論文

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