| 英文摘要 |
In response to the new Curriculum Guidelines and the 2030 Bilingual Policy, this study integrates concept mapping into a course of bilingual science (iCM-BS) material and teaching for pre-service teachers and tries to figure out: (1) What changes does the course have on preservice teachers’scientific knowledge structure and the setting of their teaching goals? (2) How does the course assist pre-service teachers in lesson planning? (3) What are the learning needs and feedback from pre-service teachers in different disciplines? This case study focused on 33 pre-service teachers participating in this course, which belongs to a sub-specialty program for elementary bilingual science teachers. To investigate the first question, their concept maps were used to assess their scientific knowledge structure using the scoring system of Novak & Gowin. Then, the non-numerical data of 3 chosen pre-service teachers with different disciplines were collected and analyzed to answer the other two questions. The results show that the iCM-BS course: (1) can graphically organize the logical connections between scientific concepts and then help pre-service teachers grasp the teaching context, (2) can help pre-service teachers with different disciplines in lesson planning of bilingual science, despite the variety of their learning needs, and (3) provides pre-service teachers a way to check their scientific knowledge structure to fit with the cognitive levels of learners as a guide that can integrate their teaching objectives of science and language. At the end of this article, we reflect on this course of iCM-BS and make suggestions. |
本站僅提供期刊文獻檢索。
