A Study of Elementary School Science Teachers’ Constructivism Approach Teaching Belief and the Performance of Teaching

• Main Authors: YANG,AN-CHI, 楊安琪
• Other Authors: 張美玉
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/82651024159152126673

碩士 === 國立新竹師範學院 === 課程與教學碩士班 === 91 === The purpose of the study is to investigate elementary school science teachers’ constructivism approach teaching belief and the performance of teaching. The elementary science teachers in Hsinchu City and Hsinchu County are the object of questionnaires , interviews and observations in this study. Based on the perspective of Constructivism , this study aims to investigate the relations among current elementary schools science teachers’ understanding of the nature of science , teacher’s beliefs and teaching performance . Based on the results, this study has provided some suggestions for educational administrations, school principals, teachers, and future studiers. This study reviewed literatures about above topics and constructed “Questionnaire of elementary school science teachers’ beliefs and teaching performance” for collecting data. The questionnaire survey includes 240 science teachers. Frequency distributions, mean, standard deviation, reliability analysis, t-test and one-way ANOVA were used for data analysis. Furthermore, this study implemented semi-structured interview for eleven teachers sampling and classroom observations for six teachers sampling. The interview and observations participants were selected by means of purposive sampling. The following are several key findings in this study: 1.The perspectives of science teachers’ understanding of the nature of science show some difference among dimensions, the whole aspects are inclined to constructivism perspectives. 2.The perspectives of science teachers’ belief show some difference among dimensions, the whole aspects are inclined to constructivism perspectives. 3.The performance of science teachers show some difference among dimensions, the whole aspects are inclined to constructivism perspectives. However, because of the restricted educational circumstances , the objection of parents and the lack of professional knowledge, science teachers takes a careful attitude to constructivist approach teaching. 4.Data showed the teacher’s beliefs and their performance are inclined to constructivism perspectives. However, some inconsistencies were also identified. According to the educational circumstances, teacher’s performance will change.