| Summary: | 碩士 === 國立臺南大學 === 自然科學教育學系碩士班 === 93 === The case study attempts to discuss the instructional representation in how a science teacher at elementary school helps children in their learning. The subject is a science teacher with comprehensive experience in teaching from Tainan City and the study is executed by classroom observation as well as other research methodologies like classroom video recording, noting, pupils’ learning bill, interview with the teacher. The results are presented as following:
1. The types of instructional representation used by the teacher are life experience of children, story telling, explanation with humor, procedure illustration, praise and encouragement, diagram illustration, realia display, demonstration of experiment, body movement and intonation, the writing of learning bill, practice on the stage, hands-on manipulation, classroom observation, group cooperation, question and answer guidance, and discussion.
2. The roles observed from the teacher are the giver of experiment materials, the instructor of scientific context, the educator of life skills, the guide of learning, the examiner of pupils’ learning in concepts, the defender of security, the supporter in pupils’ learning, the producer of problems, and the designer of courses.
3. The teacher provided various instructional designs in terms of the characteristics of units to evoke learning motivation. In addition, when the instruction was being performed, the teacher designed the program with the consideration of pupils’ prior-experience. Thus, the pupils can establish concepts faster through manipulation. When the activities approached to the end, the teacher evaluated children’s concepts with comprehensive question and discussion.
4. The characteristics observed from the teacher’s instruction are as follows: explain the procedure before the conduct of experiments with the purpose of children’s understanding about the reasons and goals for experiments; turn children’s prior life experience to science concepts; guide children to involve learning context naturally with big picture; offer enough time for pupils to do observation and operate experiments; instruct children to participate in the core of course with question- answer guidance; use the strategy of questioning to create the chances for children to involve in learning activities; apply student-centered teaching methodology for children to control their direction in learning; edit teaching materials; design evaluation list about learning attitude to promote the participation in learning.
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