Workshop of improving elementary school science teachers' professional development in SSI-based instruction

• Main Authors: Chen, Ying-Hui, 陳潁慧
• Other Authors: Wu, Ying-Tien
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/96459193363945027750

碩士 === 國立臺中教育大學 === 科學應用與推廣學系科學教育碩士班 === 99 === Teachers played an important role among all teaching activities, and their performance, undoubtedly, would deeply affect the success of teaching activities. However, some research has indicated that teachers felt difficult to go into teaching about ‘socio-scientific issue’. For this reason, improving teacher’s professional knowledge about the ‘socio-scientific issues’ was necessary. In the research, case study was conducted. There were four elementary science teachers participated in a twenty-two week workshop which was designed for teachers to develop their professional knowledge. During the workshop, they would work on the theory about ‘socio-scientific issue’ and explore teaching strategies which were related to the topic. Moreover, course design and teaching practice would be carried out in the workshop. The methods of data collection included course design, teaching practice, interviews, classroom video, and keeping a reflective diary after teaching practice. After that, the information which was received form this study would be analyzed and compared. In the process, elementary science in-service teachers would be try to assessed about their views of ‘socio-scientific issue’, and their ability of course design of ‘socio-scientific issue’ teaching after attending the workshop. The result from this study showed that attending the workshop helped teachers develop their views of ‘socio-scientific issue’, and increase the capacity of activity design for teaching ‘socio-scientific issue’. Although due to time limit and the arrangement of curriculum content, few opinions have not been shaped after teachers took part in the workshop. Overall, participating in a workshop would be helpful for teachers to conduct ‘socio-scientific issue’ teaching. Finally, according to the results from the research, suggestions on teaching practice, courses in teachers’ professional development and future research would be offered.