培育國小在職教師使用「POE＆科學解釋文字鷹架」設計實驗以因應十二年國教的改革

Nurturing Primary In-service Teachers to Use “POE & Scientific Explanations with Text Scaffolding＂ to Design Experiments and Micro-teaching in Response to the Reform of the 14-year National Education

我國十二年國教強調「核心素養」的培養，著重探究與實作，但國小學生在探究與實作過程中科學解釋能力普遍不足，教師必須扮演關鍵性引導的角色，故培育在職教師相關的教學能力是重要的。本研究選擇某教育大學修習「昆蟲學特論」課程的16位在職教師為研究對象，培育他們使用「POE＆科學解釋文字鷹架」設計實驗與微型教學，包含：講授昆蟲學總論以奠定昆蟲學的概念，講授「POE＆科學解釋文字鷹架」理論與示範教學，每組在職教師模仿設計實驗與微型教學，每組在職教師再自行尋找材料進行設計實驗與微型教學。本研究以「POE＆科學解釋文字鷹架量表（TAPS）和學習單評量表（LAPS）進行評量。研究結果顯示：1.共7組在職教師模仿設計實驗與微型教學，發現有5組符合「POE＆科學解釋文字鷹架」教學法，有2組成效不佳；主要原因為設計的預測題目過多或引導實驗教學不佳。2.共7組在職教師自行設計實驗的微型教學比模仿設計的進步，主要是設計的學習單更完整，更有效的引導學生觀察。3.共7組在職教師撰寫自行實驗的學習單比模仿實驗的進步，主要是科學解釋文字鷹架的主張進步最多，證據、推理也有進步。 It emphasizes cultivate core literacy and focuses inquiry and implementation of the 12-year national education. Primary students are generally lacking in scientific explanations skills in process of inquiry and implementation, and it is important to cultivate in-service teachers for playing a guiding role. In this study, 14 in-service teachers took “Advanced Entomology＂ course at an education university were selected as research subjects, and they were trained to use “POE & scientific explanations with text scaffolding＂ to design experiments and micro-teaching. This study was conducted using the Teaching Assessment of “POE & Scientific explanations with text scaffolding＂ Scale (TAPS) and Learning sheet Assessment of POE & Scientific explanations with text scaffolding (LAPS). This study showed that: 1. there are 7 groups of teachers' imitative designed experiments and micro-teaching, and found that 5 groups reach the goal, and 2 groups were ineffective because there are too many prediction problems in the design or poor lead teaching. 2. Total 7 groups of in-service teachers' micro-teaching of self-designed experiments are better than imitative designed experiments, because the learning sheet is more complete, more effective to guide students to observe. 3. Total 7 groups of in-service teachers' writing learning sheet of self-designed experiments are better than imitative designed experiments, because “claim＂ have really improved in the scientific explanations with text scaffolding, and the evidence and reasoning have also improved.