自然與生活科技教師實施資訊融入教學的教學表徵之個案研究

• Main Authors: Wan-Hsiu Chao, 趙婉琇
• Other Authors: Kuo-Hua Wang
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/84691318557107715478

碩士 === 國立彰化師範大學 === 科學教育研究所 === 93 === This study aims at investigating instructional representations of a senior secondary science teacher who is experienced in integrating information into instruction, and factors that influence her instructional representation are also focused. Case study research method was adopted. Researcher acts as a nonparticipant observer. Qualitative data were collected and be used as major sources to interprete the case teacher’s instructional representations. Quantitative data were also collected for supplement explanations. The researcher initiates the classroom observation in the target class from October, 2004 to January, 2005. Total classroom observation time is forty hours that undergoes three biological course units within a Nature and Life Technology curriculum in a junior high school of central Taiwan. Data collection includes videotapes, the researcher’s notes of classroom observation, interviews, digital and written documents by the teacher subject, student questionnaire, scales, and grade records. The major findings are (a) the case teacher performs more than twenty types of instructional representation with uses of information technology, and she shows these representations in a very high frequency during teaching. Information technology enriches her instructional representations with more prosperous, multeity-dimensional features, organized, and flexible. (b) Factors that affect the teacher’s instructional representation with information integration include teacher belief, information literacy, and pedagogical content knowledge; supports by school administration and supplement of teaching material resources, and copyrights of material; student prior concepts, misconceptions, individual differences, learning motivation, effectiveness and feedback are also considered. (c) Students take a positive attitude towards the teacher’s instructional representation with information integration. Suggestions for future study include investigation on learning effectiveness between instructional representations with information integration and student achievement, and some quantitative studies on this issue.