Differences in Practical Knowledge between an Experienced teacher and a Beginning Teacher through Implementing Argumentation-based Inquiry Teaching in Science and Technology Curriculum of Middle School

• Main Authors: Chih-Yu Tsai, 蔡智宇
• Other Authors: Kuo-Hua Wang
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/32536217367779299132

碩士 === 國立彰化師範大學 === 科學教育研究所 === 103 === The purpose of this study was to investigate the differences in practical knowledge between an experienced teacher and a beginning teacher through implementing argumentation-based inquiry teaching in science and technology curriculum of middle school. The qualitative research method was used in this study. An experienced teacher (27 years teaching experiences) and a beginning teacher(less than one year teaching experience) were both invited as the subjects. Biology evolution was the observed teaching unit for the study. Classroom video-taping, semi-structured interview and argumentation-based inquiry teaching checklist were used to collected data. The data were coded and analyzed into three categories based upon Sallouans and Abd-El-Khalick（2010）framework including content knowledge, pedagogical content knowledge, and practical-moral knowledge. The results of the study indicated that similarities and differences in practical knowledge between the experience teacher and the beginning teacher include （a）on the teachers’ content knowledge, although both they considered the evolution unit has a feature of allowing students understand importance of scientific evidence for argumentation, the experienced teacher expected the students should not be restricted to textbook learning, but the beginning teacher think students should learn only with the textbook to prevent from overloaded learning.（b）on the teachers’ pedagogical content knowledge, although both they agreed with asking questions to guide students learn argumentation, the experienced teacher could guide students with a complete argumentation framework, including rebuttal and backing after inquiry activities, but the beginning teacher could only guide students to make a claim without rebuttal and backing. In addition, the experienced teacher taught better than the beginning teacher in data analysis after inquiry activities to support their argumentation although the beginning teacher improved in the later sessions after teaching reflections.（c）on the teachers’ practical-moral knowledge, although they all confirmed value of argumentation-based inquiry teaching, the experienced teacher believed that value of the argumentation-based teaching was to cultivate student’s critical thinking ability and social skills, but the beginning teacher believed that this teaching approach was to allow students familiar with domain-specific concepts.