國小優質科學教師教學專業發展指標及權重分配系統之建置：科學教師社群之觀點

A Study on Developing Exemplary Science Teachers' Professional Development Evaluation Indicators and a Weighting System for Taiwanese Science Teachers in Elementary Schools

本研究旨在依據不同背景（包括國民小學職前、在職科學教師及師培機構培育科學師資的教授）之科學教師的觀點，探討國小優質科學教師所應具備的能力，以建構國小優質科學教師教學專業發展指標，樣本採立意取樣，共得161 份有效問卷。研究中以德懷術建立指標，將指標中的「向度」編制為權重調查問卷，由科學教師社群選填重要程度，以改良式階層分析法（A-AHP）計算權重分配，藉以比較不同背景之差異。研究結果顯示職前科學教師、在職科學教師與科學師資教授認為科學教師所應具備最重要的能力皆有不同，分別為「自然科之班級經營與實驗室管理能力」、「自然科之教學專業知能」、「自然科之專門學科知能」。經權重分析後整體能力分配數值為「自然科之教學專業知能」達20.22%最高，其次為「自然科之專門學科知能」16.13%及「自然科之班級經營與實驗室管理能力」16.13%。最後作者提出討論與建議。

The research aims to construct an indicator for exemplary science teachers' professional development and to explore which capabilities are to be possessed by exemplary science teachers in primary schools based on the perspectives maintained by science teachers with different backgrounds (science teachers prior-to and under employment in primary schools as well as professors in pre-service training institutions). By employing the Delphi Technique, the research establishes its indicator and compiles the "dimensions" in the indicator into a weighted survey to study the dimensional differences among science teachers' perspectives. Purposive sampling was adopted as science teachers are invited to rate the degrees of importance for items listed in the questionnaire and 161 valid questionnaires are collected and ranked based on the dimensional importance. Alternative Analytic Hierarchy Process (A-AHP) is applied to calculate the weight distribution so that the differences among raters of various backgrounds and the resulting overall capacities identified can be compared. The results of the research show that "classroom management and lab management", "professional teaching skills," and "expertise related to science" are the most important capabilities for a science teacher according to the viewpoints shared by science teachers of different backgrounds. The weight analysis results show that the overall capabilities of an exemplary science teacher may be determined by their professional teaching skills which accounts for the highest weight (20.22%) of the overall capabilities, followed by science expertise (16.13%), and the classroom and lab management (16.13%).