The Influence of Nature of Science-Embedded Teaching Materials on Science Teaching and Learning
|關鍵字:||教材;教師手冊;教師學習;teaching material;teachers’ guide;teacher learning|
Teaching Observation Protocol- Nature of Science)觀察工具評量教師的科學
Scientific literacy is a major goal of science education. Developing teaching materials, including textbook and teachers’ guide, that promote students’ understanding of nature of science (NOS) is critical for reaching the goal. The purpose of this proposal is to investigate how an educative teaching material influences teachers’ beliefs of science learning, teaching, NOS, and teaching practice, as well as its impact on students’ understanding on nature of science. Educative teaching materials don’t merely improve student learning but also teacher learning. The teachers’ guide of dissolving unit was developed to stimulate teacher reflection by Q&A, and to support teachers’ explicit NOS instruction by providing interpretation of NOS competence indicators and NOS tenets, examples of NOS teaching model, and explicitly textual representations. 10~12 elementary teachers with or without NOS learning experience were invited to use the developed NOS-teaching material. Data are collected by a semi-structured interview, teaching recording clips, a focus group interview, tests of scientific concepts and NOS concepts, questionnaires of students’ view of NOS (SVNOS), and teachers’ perception of on the usefulness of the NOS teaching material. Teachers’ performances of NOS instruction are analyzed by an observation tool, RTOP-NOS (Reformed Teaching Observation Protocol- Nature of Science). Through this project, we expect to provide material developers information about influence of an educative teaching material to develop innovative curriculum materials with teacher learning.
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