The influence of learning community on sciences' teacher teaching with analogies

• Main Author: 鄭穎銓
• Other Authors: 劉嘉茹
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/65970562976833246812

碩士 === 高雄師範大學 === 科學教育研究所 === 97 === Analogies are very useful for promoting students’ construction of knowledge. This research aims to investigate how science teachers in junior high school use analogy in their teaching through classroom observation and learning community discussion. Another goal of this research is to improve the teachers’ using of analogy in their teaching by teachers’ sharing professional knowledge and the ways they adopt to apply analogy teaching in the classroom. The learning community was composed of three physics teachers, three chemistry teachers and a Chinese-literature teacher. Six discussion sections were held. During these sections, the teachers shared their experiences of applying analogy teaching. Moreover, the in-classroom observations were conducted on three teachers and then these three teachers share their reflection on their teaching with their peers. The ways of the teachers using analogies in their teaching and the improving of their teaching with analogies will be discussed. According to the results, the conclusions were as the following: (1)Teachers usually used simple analogies without further explanation in the classroom. (2)The teachers can gain more views and learn from each other in a heterogeneous learning community . (3)In the learning community teachers can gain teaching experience from the other teachers. (4) Reflection of teachers in learning community Teachers think analogies can promote understanding of abstract conception for students, and teachers think they have little opportunities to discuss the limitations of the analogy with students and the ability of modifying student-generated analogies. keyword：learning community, analogy, teaching