A Case study of the inquiry-based teaching on PCK of elementary school science teachers

• Main Authors: Xiu-Zhen Lin, 林秀貞
• Other Authors: Syh-Jong Jang
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/10696724815796953248

碩士 === 中原大學 === 教育研究所 === 101 === Abstract The purpose of this study was to investigate how two elementary science teachers’ pedagogical and content knowledge (PCK) evolved as they practiced inquiry-based instruction. The case study focused on the development of the teachers’ PCK as well as the difficulties and limitations during the development. The researcher observed how the two science teachers learned and implemented inquiry-based instruction for science curriculum. The data collection included interviews with teachers, classroom observations, document analysis (reflection journals and other documents). The results of this study are as follows: 1. With respect to the practice of elementary science teachers’ PCK ： Although both teachers often used question-teaching and conduct science experiments with students, they did so for the purpose of imparting scientific knowledge. The experienced teacher used more teaching strategies than the novice, but both teachers lacked strategies for inquiry-based instruction. 2.With respect to the key factors influencing the development of PCK The teachers developed their PCK in communities of practice. In gropu discussions, teachers discussed unfamiliar teaching methods (inquiry-based instruction), reflected the difficulties they encourntered in classrooms, and learned more strategies, such as asking students key questions, reading students’ ideas aloud, and guiding process. The results showed that the two teachers’ PCK has developed significantly in areas regarding the pedagogy and students, less in areas regarding the subject or context. In short, the teachers’ PCK developed as they learned and implemented inquiry-based instruction. 3. With respect to the difficulties and limitations of PCK development The major difficulties of inquiry-based instruction included lack of time to understand inquiry-based instruction, students’ lack of presentation skills, lack of interesting experiments (multiple variables for experimental manipulation), and lack of well-designed textbooks.. Some recommendations for future PCK research: Doing related studies on those inquiry-based teaching teachers in various grades or various environment conditions. In addition, finding better devices of inquiry-based teaching also deserve more discussions and better concerns.