An Action Research about Pedagogical Content Knowledge regarding Implementing Competence Indicators of the Nature of Science

• Main Authors: Tai-ho Chiu, 邱太河
• Other Authors: Sang-chong Lieu
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/51804370280157801441

碩士 === 國立花蓮教育大學 === 科學教育研究所 === 95 === This study intends to explore what an elementary science teacher should know when he tries to implement the competence indicators regarding the nature of science (NOS-CI) in the national curriculum framework of Taiwan. At the same time, this study tries to find out those factors which might promote a teacher’s NOS pedagogical content knowledge (NOS-PCK) for his professional development. Research field was a class of 31 fourth graders. During the research period of time which is one semester, researcher joined a research team aiming to promote NOS-CI teaching and teachers’ NOS-PCK. Lesson plan, classroom observation, transcripts of interviews, message lines from the web discussion board, meeting records of research team, and students’ various documents were analyzed to generate descriptions of instructional attempts and to explicate the factors that influenced the translation of research’s views and intentions regarding NOS into classroom practice. After analyze, researcher proposes a three-stage teaching model for implementing NOS-CI into classroom practice. First, teachers need to be willing to teach NOS explicitly. Second, teachers need to manage a friendly learning environment where inquiry activity is endorsed and science content knowledge is integrated. Third, teachers need to orchestrate a discursive practice in which students should reflectively experience the process of knowledge development and appreciate the major features within NOS-CI. Reminding himself to teach explicitly, sharing experiences regularly to members of research team, and observing how an exemplary NOS instruction being organized were three major factors which were identified as important for helping researcher developing his NOS-PCK. The implication and recommendation for teaching and future research will be discussed in the thesis.