Research of expert teacher’s pedagogical content knowledge and instructional representation on integrating nanoscience into teaching

• Main Author: 吳俊勳
• Other Authors: 洪振方
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/17618013546594819549

碩士 === 國立高雄師範大學 === 科學教育研究所 === 101 === The purpose of this research is to study a high school physics expert teacher’s pedagogical content knowledge and instructional representation on integrating nanoscience into teaching. Kelly’s repertory grid technique was employed to gather quantitative data for factor analysis. These factors represents the teacher’s elements and constructs. The teacher’s instructional representation was analyzed by qualitative coding. The results of this study reveal that teacher’s pedagogical content knowledge contains four perspects: (1)Integrating nanoscience into teaching with nanotechnology products, cooperative learning, multimedia, misconceptions can promote students’ motivation and concept clarification; (2)Select the relevant physics units for integrating nanoscience into teaching; (3)Grasp students’ learning state with teacher-student interaction, question-answering and oral report; (4)Understand student’s achievement level , prior knowledge about nanoscience and misconceptions about nanoscience before integrating nanoscience into teaching. And the research also finds that the teacher’s instructional representations contain explain(science terms, phenomenon, theory, illustrations and example), analogy, display, question-answer (problem-base, discussion and feedback), media(movies and animations) and hand-on activities. Finally, it is the significant characteristic that teacher use multiple instructional representation in order to help students understand a single concept.