中等學校生物教師教學能力之研究
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Date
1995-06-??
Authors
鄭湧涇
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國立臺灣師範大學研究發展處
Office of Research and Development
Office of Research and Development
Abstract
本研究以「生物教學能力測驗」(BTCI)為研究工具，探索職前及在職生物教師之生物教學能力素養。ETCI與所含兩分測驗的內部均質性信度分別為 0.81,0.80，和0.64，略低於BTCI發展與效化時的信度值。研究的結果顯示，職前生物教師的生物教學能力顯著優於在職之生物教師(p<0.01)。主修生物之在職生物教師，其BTCI整體測驗的分數額著高於非主修生物之在職生物教師(p=0.05); 這種情形，在兩個分測驗的得分方面亦然。這個結果顯示，主修生物的教師，生物教學能力素養顯著優於非主修生物的教師。變異數分析的結果顯示，職前生物教師、主修生物的在職教師和升主修生物的在職教師三群樣本，生物教學能力素養有顯著差異，職前生物教師之生物教學能力顯著優於主修生物與非主修生物之在職教師。此外，研究的結果亦顯示，生物教學能力與生物探討技能和對科學的本質的了解兩項教師特性之間，分別有中度至低度相關存在，即生物教學能力較佳的教師，其生物探討技能和對科學的本質的了解亦較佳。此外，生物教學能力與生物認知偏好的Q<批判質疑)型式之間亦有顯著的正相關，而與R(記憶)型式之間則有顯著之負相關存在。
In this study, the Biology Teaching Competency Inventory (BTCI) is used to investigate the biology teaching competencies of pre- and in-service biology teachers. The internal-consistency reliabilities of the BTCI and two subtests are 0.81, 0.80, and 0.64, respectively. The values are slightly lower than those reported in the development and validation study. Data analysis reveals that preservice biology teachers score significantly higher onBTCI than inservice biology teachers (p< 0.01). Biology teachers who were biology major during their undergraduate study score significantly higher on BTCI than nonbiologymajors (p< 0.05). These findings are also true for the two BTCI subtests. These resultsindicate that the biology teaching competencies of biology-major teachers are betterthan those of non-biology-majors. Oneway ANOVA shows that there are significant differences of the BTCI scores among three groups of subjects, namely, preserviceteachers, biology-major and non- biology-major teachers. The biology teaching competencies of preservice biology teachers are better than those of biology- and non-biologymajor biology teachers. The results of the study further indicate that moderate to low correlations exist between biology teaching competency and biology inquiry skills and understanding of thenature of science, respectively. That is, subjects who possess better biology teachingcompetencies also show better biology inquiry skills and better understanding of the nature of science. In addition, the BTCI scores correlate positively with Q preferencemode scores, and negatively with R preference mode scores in a biology cognitive preference assessment.
In this study, the Biology Teaching Competency Inventory (BTCI) is used to investigate the biology teaching competencies of pre- and in-service biology teachers. The internal-consistency reliabilities of the BTCI and two subtests are 0.81, 0.80, and 0.64, respectively. The values are slightly lower than those reported in the development and validation study. Data analysis reveals that preservice biology teachers score significantly higher onBTCI than inservice biology teachers (p< 0.01). Biology teachers who were biology major during their undergraduate study score significantly higher on BTCI than nonbiologymajors (p< 0.05). These findings are also true for the two BTCI subtests. These resultsindicate that the biology teaching competencies of biology-major teachers are betterthan those of non-biology-majors. Oneway ANOVA shows that there are significant differences of the BTCI scores among three groups of subjects, namely, preserviceteachers, biology-major and non- biology-major teachers. The biology teaching competencies of preservice biology teachers are better than those of biology- and non-biologymajor biology teachers. The results of the study further indicate that moderate to low correlations exist between biology teaching competency and biology inquiry skills and understanding of thenature of science, respectively. That is, subjects who possess better biology teachingcompetencies also show better biology inquiry skills and better understanding of the nature of science. In addition, the BTCI scores correlate positively with Q preferencemode scores, and negatively with R preference mode scores in a biology cognitive preference assessment.