國中生物科教師科學本質觀、教學信念與教學實踐之個案研究

Abstract

本研究以一位具有13年教學經歷的國中生物科教師為研究對象，採取詮釋性研究的方式，透過收集晤談以及課室觀察的資料，探討教師的科學本質觀、科學本質教學信念及科學本質教學實踐之間的一致性、以及影響教師的科學本質教學的因素。研究的結果顯示研究對象的科學本質觀、科學本質教學信念與教學實踐之間存在一致性，研究對象能將自身所持有的科學本質觀確實的反映在教學上，但仍會有進度與時間的壓力、學生程度及補習等教師本身以外的因素會影響其教學。而研究對象的科學本質教學信念則在其科學本質教學上扮演了一個很重要的角色，除了會直接影響教師教學的想法與做法之外，外在的影響因子也會透過教師的科學本質教學信念去影響教師的教學。此外，研究對象的科學本質教學信念偏向於使用科學史融入教學以傳達科學本質給學生。根據研究之結果，建議師資培育及教師專業成長研習，可加強教師科學本質教學信念，並且推廣及規劃完整的科學史融入科學教學的課程。

This is an interpretative study that chose a biology teacher in junior high school as the study sample, who has 13 years experience in biology teaching. The goals of this study were to explore the consistency of the nature of science, teaching belief and teaching practice of the teacher, and the factors which affect the nature of biology teachers. The results of this study indicated that the teacher’s teaching practice was consistent with his teaching belief. His teaching practice could really reflect the beliefs of his teaching. But, there were still some external factors that would affect his teaching practice, such as pressure of class time, teaching schedule, student’s academic degree and students’ after school lessons. The teacher’s teaching belief of the nature of science played an important role in his teaching of the nature of science. The external factors could affect the teacher’s teaching ideas and practices through his belief of the nature of science. In addition, the teacher’s belief of nature of science tended to adopt the approach which integrated history of science into his teaching for conveying the nature of science to students. Base on the result, it was suggested that the training for the pre-service and in-service teachers’ professional development should improve the teacher’s belief on their nature of science. In addition, Educational institutions should promote and plan some complete curriculums integrated with the history of science in science teaching courses.