國小教師地質事業發展之敘事探究

A Narrative Inquiry of In-service Teachers’ Professional Development on Geology

本研究之目的，在探討國小教師之地質專業發展。研究對象，某教育大學教學碩士班的國小教師；本在職進修地質課程為2學分，修課研究生29位。在職進修地質教學活動內容，主要包括：地球系統概述、礦物與實作探究、岩石及岩石循環與實作探究、地質作用與成因、礦物與岩石鑑定測驗、國土資源參觀教學、戶外地質考察與礦物採集等。本研究採用敘事探究法，國小教師的學習回饋意見與學習歷程表現，成為本研究資料分析之現場文本的主要來源；其他資料來源，還包括：國小教師的標本鑑定測驗得分、礦物岩石作業報告、及其他學習歷程資料等。研究主要結果，包括：(1)國小教師對地質學習態度變得積極，(2)國小教師增進了對礦物、岩石及地質作用與成因等地質概念的發展，(3)國小教師對地質教學自信心的增強。

The major purpose of this narrative inquiry is to explore in-service teacher’s professional development on geology. This in-service science course is 2 credit hours, and 29 graduate students were in this course. Topics in this course include: earth science system, mineral and its identification, rock and its identification, geological processes, hand specimen identification, and field trips. In-service teachers’ learning outcomes and feedbacks were collected and analyzed. Major findings were include: (1) teacher’s learning attitudes on geology has changed toward more positive, (2) teacher’s geology concepts have improved, (3) teacher’s confidence on science teaching has increased.