| Summary: | 碩士 === 國立臺灣師範大學 === 化學學系 === 82 === This study involved an interpretive pesearch methodology in which the questions emerged from intensive classroom observations of three physical science teachers at two junior high schools in Taipei. The study started with a presentation of their teaching practices and laboratory activities in order to explore their beliefs. The classroom observation scales developed in the study will provide self-observation and assessment tools to all teachers.
Three female physics science teachers, including novice and expert ones, were selected to participate in this research: Ms. Ding was a firstyear teacher; Ms. Shiau had 16-year experience in teaching and had been honored with a national award for excellent teachers in 1991; and Ms. Lee, who had 7-year experience in teaching, had been studying for a Master''s degree in Science Education in Northern Iowa University, U. S. A. for a few summers.
The results showed that all three case teachers adopted "teacher-centered" strategies and rarely exercised " student-centered" activities. Ms. Lee used " body language" to raise the students'' interest. In the laboratory, the students practiced operational performance instead of high level ( for example, inferring or applying ) activities. Ms. Shiau tended to emphasize whole-class activities. She was successful in her laboratory teaching because she was an effective classroom manager and this enabled her to facilitate the students'' learning. Being lacking in teaching experience, Ms. Ding was unable to teach fluently or to control the laboratory activities effectively.
The findings from this study indicated that five types of beliefs influenced the case teachers'' instruction, that is, (1) subject-centered views of curriculum, (2) the pressure of Senior High School Joined Entrance Examination in Taiwan, (3) the students'' academic achievement, (4) the teachers'' teaching experience, and (5) the teaching styles of their teachers.
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