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scientific inquiry teaching
teacher’s practical knowledge
junior high school science teacher
The main aim of this study was to investigate two junior high school science teachers’ practical knowledge who were involved in the scientific inquiry teaching context. The focus of this study was to illustrate the component of science teachers’ practical knowledge, the structure of practical knowledge, the factors affecting practical knowledge and formation mechanism of practical knowledge . A qualitative case study approach was conducted to elicit data needed.Through classroom observations, in-depth interviews and document analysis, data were collected and analysed, research findings were listed as follows: 1.The practical knowledge of the case teachersare formed by the teachers’ knowledge and beliefs about science, teaching, learning, and students.These aspects of teachers’ knowledge are intertwined through the filters and amplifiers of teachers’ beliefs, and shaped by self-knowledge, then be transformed into teachers' personal PCK. 2.The structure of the practical knowledge of the case teachers are guided by their images of scientific inquiry teaching, which formed the practical principles and rules of their teaching practices, informed by ongoing interaction through teachers’ beliefs and instructional reflection, then gradually shape their own science inquiry teaching style. 3.The influence factors of the practical knowledge of the case teachers are emerged by the interweaving of teacher’s personal factors and current milieu of teaching teaching factors. Among them, the growth background, learning experiences and attitude towards education reform are important factors that influence the development of the cases scientific inquiry teaching practical knowledge. 4.The mechanism of the practical knowledge of the case teachers that formed mainly includes the teacher's tacit knowing (learning from experienced teachers, enriching their professional knowledge, learning by doing experience, participating in public lesson syudy, etc.) and the knowledge spiral of the teacher community (through the interaction and application of explicit knowledge and tacit knowledge, to form a growing knowledge transformation and innovation). Finally, based on the findings , suggestions for the science teachers to the implement of scientific inquiry teaching, teachers’ professional development and future research. For science teachers to implement scientific inquiry teaching, it is recommended to construct group learning activities, to engage gradually cultivate students' scientific inquiry ability. In terms of teachers’ professional development, pre-service teachers’ education courses emphasize actual practices to improve teaching practical ability, interdisciplinary courses to develop competency-based teaching ability; for enhance the professionalism of primary and secondary school teachers through tacit knowing of personal practical theory, innovate the professional knowledge of primary and secondary school teachers through the knowledge spiral of the teacher community. Future research , including increasing classroom observation time, strengthening the interaction between PCK aspects of exploring the cases, as well as relevance to other levels of practical knowledge, and specific suggestions for research objects that can be extended to elementary, high school, or novice teachers.
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