| Summary: | 碩士 === 國立高雄師範大學 === 物理學系 === 95 === This study aims to discuss the professional development of in-service teachers after further education in masters of physics teaching. The researcher selected three teachers graduated from the 2004 school year’s graduate institute of physics teaching in the National Normal University as subjects, and applied the method of case study in qualitative research to review their relevant learning materials during their study and interviewing information collected in order to understand the teaching change after their advanced study and to further analyze the relationship between the teaching change and the various learning experience acquired during further education.
Main research results are described in the following:
1. The hands-on learning series that teachers of this case study experienced during further education corresponded with the professional development, and the series included taking courses, assignments of teaching plan, experiencing outdoor scientific hands-on teaching activities, and the teaching research covered in thesis
2. After the hands-on learning series that teachers of this case study experienced during further education, their growth in terms of “content knowledge” includes:
1) To combine the past scientific knowledge that they have learned with hands-on activities.
2) To understand scientific knowledge through personal experience in hands-on activities.
3) To reinforce hands-on skills through the application of subject matter knowledge and repeated practices.
4) To search after the origin of scientific knowledge aggressively.
3. After the hands-on learning series that teachers of this case study experienced during further education, their growth in terms of “professional teaching knowledge” includes:
1) To agree on the teaching ideology of hands-on activities.
2) To promote teachers’ abilities in making simple teaching tools by themselves.
3) To stimulate students’ learning motives and interest in the classroom by frequent application of hands-on activities.
4) To help students build their scientific concept by duly adding hands-on activities.
4. After the hands-on learning series that teachers of this case study experienced during further education, their growth in terms of “professional attitude and spirit” includes:
1) To apprehend science in life and show their aggressive work attitude.
2) To collect all types of waste to be prepared for teaching any time.
3) To actively join hands-on workshops and seminars.
Finally, this study proposes two suggestions for the natural department’s teachers who are in-service training.
1. If you focused on the teaching practice , then you can choose in-service Instructional Master Degree Program to learn new teaching methods and skills.
2. The natural department's teacher can learn skills and methods of the hands-on teaching activities and incorporate those into teaching in order to stimulate students' learning motives and interest in the classroom and build students’ scientific concept.
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