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|Issue Date: ||2011-03-25T08:03:43Z
|Abstract: ||本研究旨在探討職前物理教師的教學先前概念，包括職前物理教師對於科學本質，科學教學與學習的想法及對自我的概念。本研究以質性研究方法，採取晤談方式來探究兩位大二職前教師關於教學的想法，並以問卷、概念圖、教學錄影帶等資料作為詮釋資料時之參考。研究結果發現：職前物理教師所呈現出的科學本質觀點，與當前科學觀大致一致，不過職前教師因其過去所受的科學訓練，其部份想法仍帶有邏輯實證的觀點，並且即使職前物理教師接受了多年的科學教育，他們對科學家及其使用之科學方法仍缺乏完整的認識。職前物理教師對於教學，都已有一套自己的看法與認識，但是他們對教學的部份看法與現今科教觀點不符合，並且他們的教學觀點呈現「片段」、「不連貫」的現象，因此顯示出職前教師對教學的認識仍然不足。另外，職前物理教師對自我的概念呈現出一致的信念，相信他們具有足夠的能力或熱誠來勝任教職，而忽略教學所應具備的豐富學科知識及教學策略。 綜言之，本研究結果顯示職前物理教師對教學仍缺乏足夠的認識，他們呈現出片段、相互矛盾的教學想法，表示職前物理教師尚未形成一致的教學觀點，並且他們對教學都抱持著過度樂觀的自信，而這些不成熟的先前概念皆有待師資培育者以概念改變的觀點加以導正，讓職前物理教師真正認清科學與科學教學的本質。The purpose of the study is to probe the teaching preconceptions held by two physics preservice teachers. Research data was collected by means of interviews with the help of questionnaires, concept maps, instructional videotapes as elucidatory references. This study finds that the viewpoints held by physics preservice teachers on nature of science are roughly consistent with what contemporary scientists have. With the science-oriented training they have previously received, nevertheless, they m some cases still hold viewpoints of logic positivism. The study findings also indicate that though with prolonged science education, they still lack overall concepts about scientists and scientific methods. These preservice teachers have established their own fragmental and non-continuous viewpoints about teaching, which still nonconforming with those accepted by scientific society. The findings also indicate their insufficiency in the awareness of science instruction. In addition, preservice teachers believe that they are capable of teaching profession with full confidence in competence or enthusiasm while overlooking the indispensability of adequate knowledge on the subjects and instruction strategies. In summing up, the findings of the study show that physics preservice teachers still lack adequate awareness of science instruction. They tend to show even segmental or contradictory concepts. In short, they have not yet come into unanimous viewpoints about instruction. Besides, they tend to be over-confident as a science teacher. Such immature preconceptions call for educators to redirect into sound concepts by means of strategies of conceptual change, enabling them to definitely cognize the nature of science and science instruction.|
|Relation: ||科學教育, 11:52-76|
|Appears in Collections:||[物理學系] 期刊論文|
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