連結理論與實踐：以學生剖析與教師能力為基礎，發展印尼科學教育中的社會建構主義

Abstract

本研究以建構主義爲理論架構，著重於三個主要面向：(1) 教師在組織資訊引導學生學習時所扮演的角色、(2) 學生在既有知識上建構新知，以及 (3) 課堂上的溝通與社會互動。建構主義架構常被教育工作者（包括科學教師）所廣泛運用，以幫助學習者在既有知識的基礎上獲得和建構新知識。然而建構主義架構的基本組成部分：教師、學生和課堂環境之間缺乏較明確的連結，教師往往難依此架構實施教學。本論文透過一系列相互關聯的研究，結合學生的需求分析與促進教師專業發展，嘗試連結理論與實踐，以改善印尼科學教育的學習成果。第一項研究是探討印尼小學生對科學、科技、工程和數學 (STEM) 教育的態度，以及他們對 STEM 相關職業的興趣。潛在特徵分析 (Latent Profile Analysis, LPA) 結果顯示出三個不同的群體：高興趣、中度興趣和低興趣。本研究的意義可能有助於科學教師依照需求調整教育策略，以符合學生的需求，進而在印尼推動有效的 STEM 參與。第二項研究則探討以動畫為本的學習活動在協助學生進行科學探究上的成效，此研究著重於資料分析 (DA)、變數控制 (COV)、科學推理 (SR) 和評估 (EV) 等能力。結果顯示出五種不同的學生特質，即基礎型探究者、平衡型探究者、證據有限型學習者、發展型探究者和高成就者，展現出學生們多樣化的探究技能。這突顯了對印尼高中生，特別是偏鄉學生，需要提供焦點式的學習介入。第三項研究使用認知網絡分析法（Epistemic Network Analysis）深入探討印尼教師的科技教學與內容知識（TPACK），結果顯示印尼科學教師在線上討論教案發展時所闡述的知識領域主要集中在 PK、TK 和 TPK。本研究透過探尋科學教師 TPACK 的缺口，為如何利用科技來促進更有效率且更有活力的科學教學之議題提供更廣泛的討論空間。最後，本論文期許能透過各項子研究的成果與啟示，對改善印尼的科學教育有所貢獻。

This dissertation is based on the constructivist framework, which focuses on three key aspects: The role of the teacher to organize information to guide students' learning, students construct new knowledge by building upon their prior knowledge, and communication and social interaction in the classroom. The constructivist framework is commonly used by educators, including science teachers, to help learners gain and construct their knowledge upon prior knowledge. However, the teachers often found it difficult to implement their teaching upon this framework due to there is no definite connection between its fundamental components: teachers, students, andclassroom environments. Through a series of interconnected studies in this dissertation, with the combination of profiling students’ needs and facilitating teachers with professional development, this current dissertation is trying to bridge the theory to practice for better learning outcomes in the context of Indonesian science education. The first study is the exploring of the attitudes of Indonesian primary students toward science, technology, engineering, and mathematics (STEM) education and their interest in STEM-related careers. The Latent Profile Analysis (LPA) result showed three distinct groups: high, moderate, and low interest. The implication of this study may contribute to science teachers customizing the educational strategies to fit the students’ needs to promote effective STEM engagement in Indonesia. The second study investigates the role of animation-based activity in helping students in their scientific inquiry learning, focusing on Data Analysis (DA), Control of Variables (COV), Scientific Reasoning (SR), and Evaluation (EV). The result shows five different student profiles, namely, Basic Inquirers, Balanced Inquirers, Evidence-Limited Learners, Developing Inquirers, and High Achievers, which revealed diverse inquiry skills. This highlights the focused intervention to support high school students in Indonesia, particularly rural school students. The third study using the Epistemic Network Analysis to dive into Indonesian teachers' technological pedagogical and content knowledge (TPACK) showed that Indonesian science teachers' enacted knowledge domains in the online discussion of lesson plan development were mainly focused on PK, TK, and TPK. This study contributes to the broader discourse on how technology can be harnessed to foster more dynamic and effective science teaching by identifying the gap in the science teacher TPACK. Finally, this dissertation may contribute to better Indonesian science education from the results and implications of each study.