Cultivate In-Service Teachers to Choose Different Inquiry Teaching Methods for Experimental Design and Teaching

• Main Authors: LIU, CHING-WEN, 劉靜文
• Other Authors: LU, CHOW-CHIN
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/a5qfbc

碩士 === 國立臺北教育大學 === 自然科學教育學系 === 107 === In response to the teaching of the primary school pupils in the POE experimental course, in the place of interpretation can not be fully expressed, there is no way to use the scientific principles or evidence behind to strengthen their interpretation, but simply describe the phenomenon of the result, so this study fosters 14 in-service teachers to use the PO+E teaching method and the POEST teaching method to design insect-related experiments and micro-teaching to strengthen the part explained in the POE experiment, and can learn and use the two teaching methods in the actual experimental teaching. In the field. This study adopts a mixed research method, which is based on quality and supplemented by quantity. It is cultivated by the research course of Insect Physiology Special Theory, including: Professors teach the theory of PO+E teaching method and POEST teaching method and demonstrate teaching. The in-service teachers of the national ministry choose one of them to design experiments and micro-teaching. Finally, the in-service teachers must choose one of the two teaching methods to apply to the learning list design of the outdoor teaching of Fushan Botanical Garden and the University of Taiwan. When the in-service teacher conducts micro-teaching, accept PO+E micro-teaching assessment (MTAP) or POEST micro-teaching assessment (TAPS); after completing the study list for each experiment, conduct scientific interpretation (ASE or LAPS); Before and after the Insect Physiology Special course, the PISA scientific literacy assessment was conducted before and after the course, and the reasons for the in-service teacher's choice of teaching method and outdoor teaching theme were interviewed before the end of the course. The results showed that:(1) From the PO+E micro-teaching assessment (MTAP), it was found that there were 3 groups and 1 group was poor. (2) From the POEST micro-teaching assessment (TAPS), it was found that there were 2 groups were excellent and 1 group was poor. (3) In the design of outdoor teaching and learning sheets, each group can select the organisms in the outdoor teaching environment and use the PO+E or POEST teaching method to design the outdoor teaching learning list. In the 14 study sheets, there are 10 learning books. The single-designed experiment or the subject of the inquiry, the well-designed prediction problem, and the planning of the experimental content are all closely related to the subject of the experiment or inquiry. (4) In the design of the three study forms in this course, two groups of three chose to use the PO+E teaching method for design, and two groups of three selected POEST teaching method for design, and the remaining three groups were PO+E and POEST teaching methods are all optional. The in-service teacher's choice of teaching method has its reasons for choice. (5) From the ASE assessment, it was found that the in-service teachers were in a poor situation in the "conclusion" and "claims". From the ASE and LAPS assessments, it was found that the in-service teachers were poorly written in the "claims". (6) The PISA scientific literacy ability achieves a high degree of experimental effect, which proves that the in-service teachers of the national small school can enhance their scientific literacy ability through the cultivation of this course.