| Summary: | 博士 === 國立高雄師範大學 === 科學教育研究所 === 97 === This study explored the development mechanism of scientific curriculum at elementary schools, and discussed the impact of the development of science teachers' curriculum on pupils learning at elementary schools. Qualitative (i.e. interpretative) analysis was adopted in this study. The matrix factor analysis of Miles & Hubeman (1994) and Toulmin’s dialectic framework (1958, 2003) were used to analyze the data yielded from teaching observations, interview and communications. It was found that scientific teachers’ developing mechanism of the scientific curriculum was manipulated by the Model of B.M.S.T. (“B” stands for Basic Concept; “M”, Manipulation; “S”, Scientific Ability; “T”, Transformation). The major findings of the study were summarized as follows:
Expert teachers’ curriculum focused on the pupils’ feeling, the broadening of the pupils’ extensive knowledge and the cultivation of the pupils’ self-organizing ability; the focus of instructional activity was on extensive learning . Skilled teachers’ curriculum decision emphasized the content knowledge of teaching materials, the application of scientific ability and the cultivation of creativity; the focus of instructional activity was on the text content. Science learning oriented by the pupils’ feeling” was highly appreciated.
Finally, suggestions for the innovation of the contemporary scientific curriculum at elementary schools were provided.
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