| Summary: | 博士 === 國立彰化師範大學 === 科學教育研究所 === 92 === A Case Study on Cognitive Script and Teacher Thinking
of Science Teaching Practice
Shih-Hau Chiang
Abstract
In the midst of the impact of the Nine Year Integrated Curriculum Reform, two purposes of this study were developed. The first one was to explore a developing science teacher’s teaching practice and her corresponding thinking, who serving in the junior high school. The second purpose was to explore a participated class of 8th grader’s learning perceptions, as well as their knowledge construction.
According to schema theory, actions can be represented by a sequence of cognitive script (i.e., script), research was designed with a model of “teacher thinking and action” in term of cognitive script theories. Meanwhile, the qualitative methodology was employed. Data collection was carried on a whole semester. Methods of data collection included script self-report, questionnaire of critical incidents in science teaching/learning, classroom observation, video taped instruction, personal interviews with teacher/students, and artifacts in a science class. The findings of this study are summarized as follows:
1. The cognitive skills of teaching could be identified through teacher's classroom/laboratory teaching script activity analysis. Therefore, these items of teaching script activity can be regard as cognitive skills of teaching.
2. The results, over eight months of data collected from students pre-/post-test with classroom/laboratory learning script self-report, and the critical incident technique (CIT), showed that the developing teacher with the following science teaching effects:
(1) Sequential learning actions of the student-group post script indicated following four items that students can be regulated themselves more solid and sophisticated form than the student-group prior script. Such as, how to interact with teacher, how to conduct a discussion, how to complete a task/homework, and how to deal with their learning after science teaching.
(2) There five categories of student perception toward science learning were found through pre-test data. Among them, two of categories corresponded to the student-group prior script, and three other violated the script. However, the post-test data analysis indicated that five categories of perception were different from the pre-test result. Meantime, they are totally corresponded to the student-group post script.
3. Learning & teaching worksheets is a main way to guide student’s knowledge construction and teacher’ teaching. Learning & teaching worksheets contain the parts of “the concept organization,” “the exploration of science experiments,” “the study material collection activity.” And finally, a “personalized portfolio” was made to elaborate one’s conceptual understanding. Furthermore, the student-group post script can be made to interpretation the ways of student’s science learning, such as, by the questions in worksheets, by the materials collected through internet or other resources, by the oral reports and paper reports. After that, classroom discussion was carried on based on these learning reports.
4. Three critical incidents took place during the teaching practice transformation. Among them, two were satisfied by the developing teacher, and the other one was negative. Moreover, through narrative analysis, the thinking of developing science teacher has been identified in three aspects. The first, she had six cognitions reflection different from her former teaching practice. The second, her self-attribution of teaching change was due to the participation of the collaborative research project. And the third, she recognized that “practice experience is a foundation of teaching change,” as well as “the professional growth can be made through discoursing with educational studies”. Both are serving as implications for the practicing teachers’ professional growth demand.
5. Scripts of teacher-student interactive were obtained from this study. Meantime, the classroom reality made better understanding in term the scripts of the critical incidents in teaching/learning. Therefore, the claims is made that script is one of social psychology factor, which affects teacher-students interaction process in science teaching/learning events.
Based on these research findings, two suggestions are discussing as follows: (1). Scripts can be utilized as a cognitive tool for sharing and discussing the experiences in pre-service/experienced teachers’ discourse communities. Particularly, scripts play a successful role in representing “teaching sequence” and “cognitive skills of teaching.” (2). Students’ learning scripts is important information to be checked before changing teaching strategy or designing future teaching modules. Also, a strategy of script revised should be developed in order to help students learning science.
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