| Summary: | 博士 === 國立彰化師範大學 === 科學教育研究所 === 107 === The purpose of this study was to investigate professional growth of high school science teachers during they developed nano-science curriculum and instruction through professional collaborative situation. Based on interdisciplinary feature of nano-science, a case study method and purposeful sampling method was adopted in this study. Three senior high school science teachers with different science background were invited to participate in this study as case teachers. In addition, three nano scientists and two science educators were also invited to join in a group of collaborative professional development community to help the case teachers develop nano curriculum and instruction. The study established a professional collaborative situation through professional dialogue, curriculum development, peer feedback, and practices, and under the four stages of professional growth, such as preparation, instructional design, implementation, and refining, etc., we explored the case teachers’ changes in their views of teaching, pedagogical content knowledge, and practice of teaching on nano-science during study period. Data collection included interviews, classroom observations, online conferences, and related documents. Data analysis through coding, interpretation, analysis, and triangulation of these qualitative materials to understand the case teachers’ changes.
The results of the study found that: (1) there were some changes in the case teachers’ views on nature of nano-science, instruction and student learning of nano-science after they joined the group of collaborative professional development community. The main views shift was from nano-science independent to traditional science, to nano-science can be linked with traditional scientific concepts. The teaching and learning of nano-science was changed from the transmission and verification of nano-science, to lead students to think and explore. (2) After participating in the community, their PCK and teaching practice also had some changes: their course objectives were changed from observation of the nano phenomenon, to the phenomenon observation, the inquiry process, and the concept understanding; their teaching strategies were also shift from lecturing and recipe-based experiments to use multiple representations, and inquiry-based experimental design; their understanding of students' learning difficulties were more, besides invisible of nano-particles, the lack of prior knowledge was also the main cause of students’ learning difficulties. As a result, they were more likely to use the multiple assessment strategies to promote students' understanding. On the other hand, the teaching practices of the three case teachers were mainly based on the transmission and verification of knowledge, however, they changed the teaching process into using more flexible, more effective teaching strategies, and more interactions to help students gain learning. (3) Three case teachers with different science background showed some similarities and differences in the teaching perspectives, PCK, and teaching practices of nanoscience after participating in the community; in views of teaching about nano-science, three case teachers have more similarities in the early and late stages of participating in the community. However, in terms of curriculum knowledge and teaching strategy knowledge, the case teachers are shifted from the traditional orientation to the constructivist orientation. Learner knowledge and assessment knowledge are less changed. Finally, this study also provide suggestions for teaching, research, and teacher education on nono-science.
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