The Impact on Teacher’s PCK and Students' Learning Using the Popular Science Reading in the Elementary Science Course

• Main Authors: Yen-Lin Huang, 黃嬿霖
• Other Authors: Jang, S. J.
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/44482780210658057559

碩士 === 中原大學 === 教育研究所 === 97 === This research aims to discuss the effect of pedagogical content knowledge (PCK) for a novice teacher who is in the field of non-natural science, the influences on students’ learning progress, and the limitation in teaching by usiing popular science readings to sixth grade students in elementary science course. This research was conducted from 2008/9 to 2008/12 and the method of case study was adopted. We provided popular science readings to students while teaching in the science course. Without any interruption, we observed the ambience in this course and looked into the effects assisted by using those readings. Respective interviews had done with both teacher and students twice a month. Finally, this study got several qualitative data, including journals of teacher’s observation and introspection, case interviews with teacher and students, and reports about what students have learned in this course. For ensuring the reliability and validity of data, methods of triangulation and long-term observation were used. Base on this study, there are several fruitful results for teacher and students. For teacher’s PCK 1. It could extend the scope and profundity for a teacher who is in the field of non-nature science. 2. It offers assistance in connection with the lesson to previous and next lessons. 3. It helps teacher and students to realize students’ learning progress in specific units and clarification of their confused concepts. 4. It encourages teacher to perform a better teaching with the method of diagram representation. For students’ learning effect 1. It helps students to find the solution by themselves from diversified popular science readings 2. It promotes students to realize more science vocabularies and concepts. 3. It could extend students’ field of view in science learning. For students’ learning attitude 1. It encourages students to look into the popular science readings relative to their subjects actively. 2. It could raise students’ interest in science reading. 3. It promotes students’ interest in the field of nature science. While the study was in progress, we also found many difficulties and limitations in teaching assisted with popular science readings, including the choices of popular science readings, falling behind in teaching, and some students may show little interest in science readings. Finally, according to our results, we could give some suggestions for further researchers about how to apply popular science readings in teaching and further studies.