A Study to Evaluate the Effectiveness of a Teacher Professional Development Program of Scientific Creativity Activity

• Main Authors: Kung, Hsin-Hung, 龔信宏
• Other Authors: Huang, Hung-Po
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/48903084247257136695

碩士 === 臺中師範學院 === 自然科學教育學系 === 90 === Abstract The purpose of this study is to evaluate the effectiveness of a teacher professional development program of scientific creativity activity for primary school children, founded by the National Science Council and Education Bureaus of four counties in middle Taiwan. The research methods of this study included the internal and formative evaluation. Data were collected through interviews, observations, surveys, and document analysis. Individual curriculum of the teacher professional development program was designed and put into practice based on the needs of each school district and the numbers of participants. The program had taken place twelve times and trained about 600 teachers. The results of surveys indicated that nearly all of the participants were satisfied with this program. Hence, the participant teachers had conducted twelve interscholastic science competitions and had about 1230 students participated. In addition, at least 132 participant teachers had designed science competition in their school, and estimating that over 10,000 students were involved. According to the self-program evaluation of the participant teachers, the science competition did improve students’ creativity and interests toward science. This evaluation study provided several suggestions to the sponsors. The program should involve participants in a curriculum with more in-depth contents over an extended period of time. Besides, more ideas could provide to the participants regarding to varied themes of the science competition. For future research, the sponsors should continue assessing the performance of the participant teachers after the program and analyzing the causes of different beliefs toward the program regarding to the variety of participant teachers’ job functions, working experiences, and the customs of school districts where they belong to.