A case study of teachers' developing school-based science-oriented integrated curriculum

• Main Authors: Chen jin-lin, 陳佳琳
• Other Authors: 劉聖忠
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/84748732860635557157

碩士 === 國立花蓮教育大學 === 科學教育研究所 === 95 === This study is a qualitative research which aims to study how a group of elementary teachers developing school-based science-oriented integrated curriculum. Through which, the researcher intends to understand how teachers appreciate the process and how such a process promoting their professional development. It took researcher three years to collect data such as meeting transcriptions, e-mails, student homework sheets, and researcher reflective journals. Within those, researcher proceeded comparing, inducing, and summarizing arguments in order to build up a fully description of the whole developing process. Research findings are summarized below: 1. In order to promote teachers’ professional development in authentic student-centered science teaching, it is helpful to make clear the intentions and values underlie the school-based science courses. 2. Forming a working group is essential for developing teachers’ self confidence, autonomic self-growth, and pinpointing critical problems. 3. University faculty may help teachers clarify the values of being a teacher and bridges up the teaching theory and the practice. 4. An open and non-threatening school atmosphere improves teachers’ willing to share experiences and thoughts, and it also promotes teachers to form working group which in turn promotes teachers’ reflection and professional development. Further implications and suggestions are included in the thesis.