個案高中自然科教師發展探究與實作課程的經歷與因素：基於教師專業成長互聯模型

Abstract

十二年國民基本教育為我國近年重大的教育改革。其中，自然科學領域在高中階段增設「自然科學探究與實作」的必修課程，強調藉由實作來完成跨科的自然探究，從而認識科學本質。由於探究與實作課程沒有教科書可以依循，教師須自行發展整學期的探究課程，對於許多現場教師而言，該課程的設計與實施充滿挑戰與困難。本研究旨在深入了解並探討自然科教師面對探究與實作課程的教學設計時所經歷教師專業成長的歷程。本研究採用質性研究取向個案研究法，邀請臺灣東部一所國立高級中學的五位自然科教師參與研究。研究個案定義為這群教師在同一所學校經歷探究與實作課程設計與實施的歷程。本研究藉由半結構訪談來了解教師課程設計與實施的歷程，並以「教師專業成長的互聯模型」(Interconnected Model of Professional Growth, IMPG) (Clarke& Hollingsworth, 2002) 分析訪談內容。研究結果指出，五位教師在面對數輪的探究與實作課程設計與實施時經歷了截然不同的專業成長歷程。進一步的綜合分析辨識出三個影響教師專業成長歷程的關鍵因素：教師研習活動，協同教學，以及對於探究與實作課程的知識與信念。其中，有效的教師研習與成功的協同教學皆能支持教師充分理解並建立探究與實作的知識與信念。此外，反思過往的教學過程及成果也能協助教師形塑知識與信念。綜合文獻研究結果與本研究分析，研究者認為教師充分理解並建立探究與實作的知識與信念為促成教師專業成長的真正關鍵。The latest educational reform in Taiwan implemented the curriculum guidelines of 12-year basic education. In the domain of natural science, a new required course called “Scientific Inquiry and Practice” has been introduced for high school students, aiming to provide them with opportunities to conduct interdisciplinary scientific inquiry through practical experience. Given that there is no textbook to follow, both pre- and in-service science teachers face the challenge of designing and developing a new course from scratch. The purpose of this study is to investigate teachers’ experiences of professional growth when developing the “Scientific Inquiry and Practice” course. This study utilized a qualitative case study approach. Five science teachers from a national high school in eastern Taiwan were invited as participants. The case is defined as the experiences of these five teachers in designing and implementing the scientific inquiry and practice course. In this study, data were collected through semi-structured interviews and analyzed using the Interconnected Model of Professional Growth (Clarke& Hollingsworth, 2002). The results reveal that five teachers experienced different pathways of professional growth. Further analysis identified three key factors influencing teachers’ professional growth: teacher training, co-teaching, and their knowledge of and beliefs about scientific inquiry. Effective teacher training and successful co-teaching help teachers strengthen their knowledge of and beliefs about scientific inquiry. In addition, engaging in reflection on instructional processes andoutcomes can also support teachers in shaping their professional knowledge and beliefs. Integrating insights from previous research and the current study, this study contends that developing robust knowledge and beliefs about inquiry and practice is a critical driver of professional advancement for teachers.