標題: A science teacher's reflections and knowledge growth about STS instruction after actual implementation
作者: Tsai, CC
師資培育中心
Center of Teacher Education
公開日期: 1-一月-2002
摘要: The major purpose of this study was to describe a science teacher's views of STS (Science-Technology-Society) instruction and what she acquired after implementing a two-semester STS-oriented science course in a high school of Taiwan. Upon analysis of the teacher's journals, inter-view data, concept maps, and relevant student questionnaire responses, this study revealed the following findings. The teacher believed that STS instruction was a potential way of practicing so-called "constructivist" teaching and her pedagogical knowledge about STS showed a considerable growth. As a result of STS instruction, her epistemological views of science seemed to progress toward more constructivist-oriented views of science. The heavy content load of Taiwan's national curriculum, regular cross-class standard tests, the lack of peers' or administrative support, the resource limitations in Chinese language, and the cultural impacts were identified as major factors that inhibited her implementation of STS instruction. (C) 2001 John Wiley Sons, Inc.
URI: http://dx.doi.org/10.1002/sce.10006
http://hdl.handle.net/11536/14489
ISSN: 0036-8326
DOI: 10.1002/sce.10006
期刊: SCIENCE EDUCATION
Volume: 86
Issue: 1
起始頁: 23
結束頁: 41
顯示於類別:期刊論文


文件中的檔案:

  1. 000173119100002.pdf