The investigation of efficiency within internet learning community by questionnaire about the awareness of the internet learning environment-The example of promoting science teacher's professional development

• Main Author: 吳宏龍
• Other Authors: 邱鴻麟
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/92474840319453509239

碩士 === 國立高雄師範大學 === 科學教育研究所 === 91 === 　　This study was aimed to understand and enhance the ability of the Internet learning environment of the science teacher in the secondary school. The object for this study, on the one hand, was to investigate the awareness of the members in the topic Internet learning club through the Internet Awareness Inventory. On the other hand, according to the result of the collected data, the object was to construct a satisfying Internet learning environment for the science teachers. 　　The process of this study could be divided into three stages. First, according to Moos' (1979) Internet Awareness Inventory, the questionnaire about the awareness of the Internet learning was designed, which included 22 questions. Second, this devised questionnaire was applied to 225 science teachers. The data of these two stages were examined through SPSS. Third, according to the result of the data, the researcher set up the web of the topic Internet learning club. The data of the web were collected by means of the records of the homepage and the response of the discussion board and the message board. 　　The result of this research revealed two facts: first, the professional ability development of the science teacher had a close positive relationship with the Internet resources, the peer interaction and the Internet function. In addition, through the Internet learning environment club, the result indicated six characteristics about the professional ability development of the science teachers: 　　(1) Teachers' ability in lesson design had obviously enhanced. 　　(2) Teachers' ability in classroom management was improved a lot. 　　(3) Teachers' ability in lesson design had concrete efficiency on students. 　　(4) Teachers developed the multi-methods to evaluate students' learning and progress. 　　(5) Teachers develop better and more efficient communication and interaction with students, parents and schools. 　　(6) Teachers had more confidence in their growth of the professional ability.