| Summary: | 碩士 === 國立台北師範學院 === 國民教育研究所 === 85 === Abstract The purpose of this
study is to understand the relationships betweenthe
instructional representations of an exemplary teacher and
hisstudents'' attitudes about science learning in an elementary
science classroom. Researcher plays the role of an observer
as participant and spends whole semester in this qualitative
approach. Data are collected by different sources such as:
tapes, records, notes, documents,interviews, questionnaires,
teacher''s hand writing and so on. The findingsof this study are
categorized as three parts: Firstly, the instructional
representations in this science classroom are subdivided as the
following: (1). The instructional representations of the teacher
are the leading role: metaphor, definition of terminology,
procedure explanation, humorous explanation, encouragement or
praise,performance. (2). The instructional representations of
the interactionbetween the teacher and students as the leading
role: question, guidingquestion and answer. (3). The
instructional representations of the students as the leading
role: grouping, writing records, blank representation.
Secondly, children''s attitudes about science learning include:
(1). scientific attitudes: solving problems, pursuing complement
of the scientific knowledge, taking records, confidence,
carefulness,curiosity, and cooperation attitude. (2). attitudes
toward science: the attitudes toward scientific curriculum,
organism and ecology, learningscience, anxiety toward science as
well as science teacher. Finally, findings indicate that
teacher skillfully employsinstructional representations leading
to cultivating students''positive attitudes about science
learning. For example, humorous explanation can motivate
students'' interest in science learning. Theteacher is equipped
with rich subject matter knowledge which affectsstudents''
attitudes toward learning ecology. Small group interactions
promote students'' cooperation among them. Taking records can
raise theabilities such as observation and designing experiment.
Furthermore, the teacher of Mr. Hsu thought himself as a good
fisher, using question as a bait to lure students'' motivation
tosolve problems. Besides Mr. Hsu usually leaves time (called as
blankrepresentation) for students themselves in order to
stirring them tothink and pursue complement of the scientific
knowledge. Moreover, the related discussions and suggestion
were provided for sciencs teachers, the preparation
institutions for teachers, curricular designers and future
research.
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