A case study of high school science teachers developing integrated science curriculum

• Main Authors: Show-Fong Guo, 郭琇鳳
• Other Authors: Chomg-Jee Gue
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/59191229108487176788

碩士 === 國立彰化師範大學 === 科學教育研究所 === 90 === There were four private high school science teachers who participated in this study. This study was intended to investigate their opinion about integrated curriculum , the process of how they developed a integrated science teaching module，and what were the influencing factors while they were engaged in developing integrated science curriculum. Qualitative research method was adopted in this study. Data collected included : team teachers’ meeting with record, documents , interviews, classroom observation field notes, and daily talking. During the study，collecting and analyzing data were proceeded with triangulation in order to present a better picture of the teachers’ opinions. The results showed that the collaborating teachers’ design and implementation were “Multi — disciplinary” and “parallel-based” which ranged in Jacobs’ “continuum” .And there were three steps involved in the team teachers’ developing process：designing the teaching material ,teaching and reflection after teaching .The main influencing factors included：teachers ,learner and environment. Finally，suggestions to teacher education ,teaching and further desired research were also discussed.