A Study of the Perception Bias in Science Microteaching on Elementary School In-service Training Teachers

• Main Authors: Hsu Su-Huei, 許淑蕙
• Other Authors: 盧秀琴
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/94208104373064924649

碩士 === 國立臺北教育大學 === 自然科學教育學系碩士班 === 97 === Abstract In microteaching, a teacher needs to refine his/her teaching skills through peer observation, feedback and self reflections. However, although people are used to see their own strengths, they tend to see others’ weaknesses instead. This research aims to study whether such pattern of human perception of self and others exists in microteaching. This study explored this issue from three aspects: 1) the Pedagogical Content Knowledge (PCK) ability of in-service natural science teachers in elementary schools; 2) The perception bias exist in microteaching observations conducted by natural science teachers in elementary schools; 3) the correlations between PCK and perception bias of natural science teachers in elementary schools. This study adopted quantitative method. Subjects were 51 in-service natural science teachers from elementary schools, who were taking classes for master degree in the graduate school of some national university of education. The 51 subjects contain 23 male and 28 female. Heterogeneous ability grouping was adopted based on scores obtained from PCK questionnaire. There were total 6 groups when doing learning activities, but at the time when microteaching was conducted, 6 groups were merged into 3 groups. The measurements administered in this study were Questionnaire of Science PCK and Microteaching Observation Checklist. Both tools have expert validity respectively. The quantitative data were processed using independent-samples t test, single factor covariance analysis and chi-square test. The major findings of this study were: 1) The mean score of Questionnaire of Science PCK ability was 4.06. The score was above the middle degree. Natural science teachers in different background in science and different seniority resulted in significant differences in PCK scores. Sex did not cause a significant difference. 2) Due to differences in science background, PCK ability, teaching years and teaching roles, on-job elementary school teachers displayed significant differences in perception bias in perceiving experiential inquiry teaching (EIT). However, sex did not cause a significant difference. Keywords: PCK、experiential inquiry teaching、Microteaching、Scaffolding、Perception bias