A case study of the elementary science teacher''s instructional representations and their relationship to students'' attitde about science learning

• Main Authors: Chen, Shew Jewn, 陳秀娟
• Other Authors: Chao-Ti Hsiung
• Format: Others
• Language: zh-TW
• Published: 1997
• Online Access: http://ndltd.ncl.edu.tw/handle/71382444991520336628

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.