生命系統觀國小科學課程發展：教師課程信念對學童學習影響之個案研究

The Living System View on The Development of Science Curriculum at Elementary Schools: A Case Study of Teacher's Curriculum Belief on The Effect of Pupils' Learnin

本研究採個案研究方式進行，探討科學教師課程信念對學童學習的影響。研究過程將教師信念、教學活動與學習成效結合成課程模體，探討以人之永續成長特質的學習模式對學童學習的影響，參與研究的對象為兩位不同資歷的國小自然輔導教師及其任教班級任一班。本研究資料收集採深度訪談、教學觀察記錄、數位錄影、文字資料等，訪談模式是將問題系統化為：內部(interior)、外部(exterior) 與後設覺知層次(meta-level) 等三個覺知層次。教師課程發展信念分析引用「凱利(Kelly) 庫存方格技術，學童學習成效影響利用Paglieri ( 2006 ) 對Toulmin (1958 , 2003 ) 論證架構的主張進行論證分析。研究結果顯示科學教師課程發展信念主宰整個課程發展與學習成效。實施生命系統觀的動態課程不但能引發學童主動參與探究學習，且學童面對科學性社會議題的態度，較能從價值性的層面作考量。過程中學童覺知會激勵他們學習意願的課程是：「看得見、摸得到」的生活科學。學童祈求的科學教師需具備「學科教學專業知識」、「教師對教材的精熟與教學準備度」以及「學習過程是否充滿樂趣與好奇」的能力特徵。

This paper uses a case study to explore the impact of science teachers' curriculum belief on pupils' learning. The teaching belief and activities of teachers and the learning effect of pupils were integrated as a curriculum matrix, which in turn enables us to investigate the sustainable growth trait of human being's learning model on the effect of pupils' learning effect. Objects participating in this case study are two science teachers with difference in seniority and pupils randomly selected from one of their classes. Data are collected from deep interviews, records of teaching observations, digital video-taping and some other materials related to the study. Those collected from interviews were classified into three levels: interior, exterior and meta-cognitive. We follow Kelly grid technique to analyze teachers' curriculum development beliefs, and then employ Paglieri ( 2006 ) argument on Toulmin ( 1958, 2003 ) framework to investigate its impact on the learning outcome of pupils. The results of this study show that the implementation of the dynamic curriculum guided by the living systems does not only encourage pupils to participate in learning actively but also stimulate them to think critically in the face of scientific-social issues.Curriculums that enable pupils' cognitive to inspire their learning motivation are those visible and obtainable curriculums of living science. Pupils also expect their science teacher to have the following three characteristics. First, science teacher need to have proficient pedagogical content knowledge (PCK). Secondly, science teachers need to master the teaching materials and have sufficient preparation. Thirdly, the whole learning process should be full of fun and novelty. In addition, the analysis of science teachers' curriculum development indicates that their content knowledge dominates the whole curriculum development.