| Summary: | 碩士 === 國立彰化師範大學 === 科學教育研究所 === 100 === Abstract
The purpose of this study is to investigate the integration of Lesson Study with remote video observation model for case teachers to implement the process of the 5E inquiry teaching, and to examine difficulties for implementing the model and assess its effectiveness on teachers' professional growth. In this study, a total of three units, including food science, leverage, and the basic circuit were selected as the implementation of inquiry-based teaching. According to procedures of Lesson Study, after the initial lesson plans were written by the researchers in advance, they were taught by the case teachers at other classes and had course design revised along with peer teachers before the plans were taught at the case classes. During the teaching process, the use of remote video was adopted in classroom observations in order to avoid the interference caused by the observer at the teaching site. In this study, data collection and analysis is based on qualitative data supplemented by quantitative data. Qualitative data include recorded videos of classroom observation, teacher reflection notes, teacher interviewees, student interviewees, transcription of the discussion teaching before and after sessions and other information. After open coding, inductive analysis, and multiple data for triangulation were used in order to render the study results. Quantitative data included the use of two kinds of questionnaire: the Science Classroom Environment Scale "(What Is Happening, In This Class (WIHIC) as well as Students Perceptions of Teacher's Knowledge Questionnaire (SPOTK). They were applied to first measurement on students, and then second measurement after three units were completed. The obtained results were then examined by t-test before and after the implementation of this mode to see perception of differences students had on learning environment; the quantitative data feedback provided by students were supplemented by qualitative data to strengthen the results of this study.
The results are as follows: the difficulties encountered by case teachers for the implementation of Lesson Study with remote video observation mode include: lack of time, hardware restrictions or unexpected situations, current textbook content was not suitable to be inquired and not enough experience from students' inquiry, teachers lacked teaching resources and teaching support. In this study, the above difficulties could be applied to the relevant strategies of teaching situation of case teachers, hardware facility and administrative support as the main solution. In addition, after the analysis of students 'perception of feedback data and diverse qualitative data, it was found that after the implementation of the cooperation model of Lesson Study, case teachers could promote teachers' professional growth, including the increase of the knowledge of the teaching subject, increase of teaching knowledge, increase ability of observation on students, and to strengthen links between colleagues.
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