The study of three elementary per-service teachers'' progress of pedagogic content knowledge in science teaching.

• Main Authors: Lih-Chyun Yang, 楊立群
• Other Authors: Jing-Ru Wang
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/39hcqp

碩士 === 國立屏東教育大學 === 應用化學暨生命科學系 === 97 === The purpose of this study is to explore the improvement factors, progress, and accomplishments of three elementary pre-service teachers’ pedagogic content knowledge (PCK) in science teaching. The author used documentary analysis and qualitative research methods to analysis the data and the data resources included video tapes, class observations, assignment sheets of the pre-service teachers in the ESM program and interviews with pre-service teachers after ESM program. The researcher utilized the related theories of PCK in science teaching and self-reflection of teachers to analyze the factors and accomplishments of PCK in science teaching of the three pre-service teachers. The research results are as follows: I. Pre-service teachers’ PCK in science teaching of has included: (1) the science knowledge obtained by students; (2) knowledge of instruction strategies; (3)situated knowledge; (4)science assessment knowledge in four subjects. II. PCK progress of pre-service teachers include: 1. Creating a learning environment with case teaching VCD, encourage pre-service teachers to refection the case teaching and self teaching through self-reflection and further improve their PCK. 2. Through observations of the instructions demonstrated by counselor, encourage pre-service teachers to refection the case teaching and self teaching through self-reflection and further improve their PCK. 3. Standards of ESM curriculum, encourage pre-service teachers to figure out the advantage of other teachers’ teaching and forward to future teaching and flaws of self on teaching through reflection. III. Reflection is a crucial factor for improving PCK of pre-service teachers. 1. Through analyzing and comparing one’s and others’ instructions, find out the advantages of others and utilize in future instructions. 2. The factors that have effects on the self- reflection of teachers include pervious teaching ideas, past teaching experiences, and reactions of students. 3. Real situated learning environment would effectively improve the self-reflection of pre-service teachers, hence create meaningful learning. 4. ESM course would effectively improve the pre-service teachers’ PCK across different majors. Finally, according to the research results, the author has proposed substantial suggestions for teacher training curriculum and future studies.