教师科学认识观与实施建构主义取向教学之相关性(II).PDF

行政院國家科學委員會專題研究計畫 期中進度報告 教師科學認識觀與實施建構主義取向教學之相關性(2/3) 計畫類別： 個別型計畫 計畫編號： NSC91-2511-S-009-006- 執行期間： 91 年 08月 01日至 92 年 07月 31日 執行單位：國立交通大學教育學程中心 計畫主持人： 蔡今中 報告類型： 精簡報告 報告附件： 出席國際會議研究心得報告及發表論文 處理方式： 本計畫可公開查詢 中 華 民 國 92 年 5月 13日 行政院國家科學委員會專題研究計劃期中 (進度)報告 教師科學認識觀與實施建構主義取向教學之相關性 (2/3) 計劃編號 : NSC91-2511-S009-006 執行期限 :90 年 8月 1日至 93 年 7月 31日 主持人:蔡今中 交通大學教育研究所暨教育學程中心 Abstract The purpose of this study was to explore the differences between science students’ and teachers’ perceptions of laboratory environments. More than one thousand junior high school students and their science teachers in Taiwan were surveyed. The students showed much more dissatisfaction with approaches to laboratory activities than their teachers. They preferred a much more student-cohesive, open-ended, integrated and rule-clear laboratory environment than their teachers expected or preferred. However, the teachers sampled showed higher preferences for better equipment and material environments for laboratory work than did their students. Data from follow-up interviews with participant teachers suggested that epistemological views about science might be one of the important factors causing differences in perceptions between students and teachers of laboratory learning environments. Introduction In recent years, laboratory work and practical worki has gained renewed interest in the field of science education (e.g., Leach Paulsen, 1999; Wellington, 1998), although the importance of laboratory exercises on science instruction is not a new idea. Hodson (1996), for example, has elaborated on the purposes of the practical work in science education, including: (1) to help students learn science (acquiring conceptual and theoretical knowledge), (2) to