| Summary: | 碩士 === 國立高雄師範大學 === 科學教育研究所 === 90 === This research is intended to find out through observation and surveys how teachers working to comply with the NOS teaching model develop methods in order to cope with it. The research adopts methods as described in the paper entitled “Huang(2000)〝A Study on the Implication of the Nature of Science Teaching and Learning”, using questionnaires distributed before the class to survey participants about the 14 Nature of Science methods. At the same time, before and after the class, student teachers are asked to fill out the “Impressions Towards the NOS” form in order to understand the effects of the “Compliance to the NOS Class Design” classes on students. Through educational tapes, the “Compliance to NOS study model” designed by student teachers are used to understand how student teachers are able to comply with NOS teaching models and if it is helpful for teachers to comply with the NOS teaching model. Lastly, a proper questionnaire is used to determine the suitability of the classes.
Following the discussions and analysis of the research data, the results are found to be the following:
1. Before compliance to the NOS class design, student teachers interpreting NOS descriptions to teaching strategies are a challenge.
2. “Compliance with NOS class design” can lift student teachers’ impressions and understanding of NOS. It can also affect the student teachers’ ability to bring to other courses the concepts of NOS.
3. “Compliance with NOS class designs” can stimulate and develop student teachers towards compliance to the NOS teaching model, and “Compliance to NOS teaching model” can be applied to actual teaching. Of the teaching models of 6 groups of students, the 1st group’s teaching model is similar to the teaching model provided for by the professor. The 2nd to 5th groups made some changes to the model while the 6th group presented a self-designed model. All teaching demonstrations of the 6 groups have been well thought of.
4. The “Compliance with NOS class design” is both acceptable and suitable to student teachers. In actual teaching though, there are concerns towards inability to catch up, student tests and grades and promotion pressures.
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