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Junior High Science Teachers' Perception of the Implementation of a New Physical Science Curriculum
|Issue Date: ||2014-02-18T02:36:09Z
The questionnaire was used to assess teachers’ perceptions of the implementation of a new physical science curriculum and explore which factors affected teachers’ perceptions. The questionnaire was derived from a literature review and information gathered from a pilot study. The questionnaire consisted of 70 Likert scale type items and three open-ended questions. Stratified sampling was used to select participants for this study. Participants were 441 junior high science teachers in the central part of Taiwan. In addition to statistical analysis, qualitative data were gathered by interviewing 10 participating teachers. It was found that (1) Teachers’ identification of an ideal curriculum was most prominent. They commonly included objectives but had different opinions about the characteristics of what should be included in an ideal curriculum. (2) The teacher’s guide lacked adequate reference and couldn’t fulfill its function. The textbook was considered to have a good design for its use of “everyday science, simplification of complex topics, and use of the history of science”. Teachers were most dissatisfied with the poor structure and content. As for the exercises and experiments, they had different opinions. (3) Teachers were most perplexed about instructional depth. Because of the lack of included resources, they had to spend much time collecting relevant materials. However, other teachers felt that the curriculum contents thought could enhance teaching flexibility. (4) Teachers agreed that students’ interest in learning and concern for STS issues were increased by the curriculum. However, they were concerned that high achieving students might not learn enough subject matter to succeed in high school. In addition, teachers were dissatisfied with students’ ability to apply science content to solve everyday problems. (5) Teachers’ perceptions of environmental support was lowest. As for continuing research activities and communication with administration, teachers felt that inadequate support was provided. Some teachers were also concerned that teaching resources were not adequate and equipment was not maintained for instructional use. Furthermore, the study also found that teachers whose beliefs were more constructive and whose perceptions about curriculum change were stronger, possessed more positive attitudes for the new curriculum. In addition, teachers who taught in public schools and the city area were more dissatisfied with the new curriculum. Male teachers’ acceptance of the new curriculum was higher than females’ acceptance. Physical science teachers strongly criticized the new curriculum more than other science teachers. Teachers who had taken 40 credits in summer session possessed higher knowledge of the new curriculum than others. Teachers who had 10 to 15 years of teaching experience were more positive toward the curriculum than beginning and experienced teachers. Those who taught third grade were less satisfied with new curriculum. In addition to raising some critical concerns about the new curriculum, this study also provides information about teachers’ real needs relative to science curriculum. It is believed that the outcomes and suggestions of this study can provide curriculum developers and educational decision makers useful information.
|Relation: ||科學教育, 11: 96-121|
|Appears in Collections:||[物理學系] 期刊論文|
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