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|Other Titles:||The Advanced Study of Information Behavior of Biology Teachers in Junior High School|
Graduate Institute of Library and Information Studies
This study aims to explore the information behavior of biology teachers in junior high school. Semi-structured interview and classroom observation data of seven biology teachers in junior high school were collected and analyzed by using the grounded theory. Results show that biology teachers would access information from outside information sources and inside experience sources. Their information need includes of conceptual representation, students, subject matter, pedagogical content, general pedagogy, general instructional context, and special experience. It was also found that teacher himself, students, and instructional context would be the activating and intervening factors of teachers’ information behavior. Achieving the teaching goals, biology teachers would exhibit their information behavior to deal with instructional representation. That is, they would organize outside information and their knowledge to transform subject matter knowledge into the appropriate instructional representation. Finally, some suggestions were made for the promotion of the design of information service systems.
|Appears in Collections:||圖書館學與資訊科學|
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