| Summary: | 碩士 === 國立台北師範學院 === 數理教育研究所 === 89 === The purpose of this study is to investigate the effects of the STS teaching network on the teachers’ teaching perspectives. There are three objectives: 1. To understand the tendency of teaching perspectives of elementary pre-service and in-service teachers; 2. To evaluate the effects of the STS teaching network on teachers’ teaching perspectives; 3. To provide the comments and suggestions for the implementation of the STS education in elementary schools based on the finding of this study.
To reach the goals, a list of 19 STS teaching perspectives is constructed based on previous studies. From the 19 STS teaching perspectives, a questionnaire is designed for the pre-service and in-service elementary teachers. There are 95 pre-service and in-service teachers involving in this study. A “one-group pretest-posttest” design is used. Teachers fill out the on-line questionnaire before and after they browse through the STS teaching network. In accordance with the results from pretests and posttests, the tendency of the teaching perspectives for the teachers is decided. Besides, the effects of STS teaching network on the teachers’ teaching perspectives are estimated by means of the McNemar Test which is used for test of significance of change. Then, the above two results, combining characteristics and the usage condition of this web-site, some suggestions are raised for the implementation of STS education in elementary school.
The findings of the study are as follows: (1) Most teachers recognize the STS teaching perspectives, but they have difficulties in adopting the STS teaching in their classroom. (2) Three STS perspectives that teachers are more willing to practice including: 1. “Teacher is dedicated learner.” 2. “Students are joyous and eager to express what they think.” 3. “Valuing the communication of experiences among teachers.” Four STS perspectives that teachers are more unwilling to practice including: 1. “Teacher is the developer of teaching materials.” 2. “Student is the planner of learning.” 3. “The design of teaching activities is flexible, in order to response to the learning reflections and demands of students.” Besides, teachers do not have enough awareness for the concept that “there is a dual effect in developing science and technology.” (3) By means of “STS teaching network”, which showing STS concepts, resources of teaching materials and communication channels, teachers are more willing to practice the following five STS teaching perspectives: 1. Science teaching includes the development and consequence of science and technology. 2. Teachers are developers of teaching materials. 3. Students are active constructors of knowledge. 4. Science teaching includes the teaching of real situations in life. 5. Textbooks are not the only teaching materials. According to the findings of this study three important conclusions are made.
Finally, in accordance with the findings and results of this study, suggestions are also provided for the follow-up development of STS education.
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