科學教學創新核心原理之初探：科學創意教師觀點   全文下載

Exploratory Study of Creative Science-Teaching Principles– The Perspective of Creative Science Teachers

科學教學創新的目的在於產出新的問題解決方案，以達成更高層次的教學目標。本研究從教師思考的角度出發，以教學現場的適應性專家教師，亦即創意教師為對象，透過探究其教學創新思維與實踐知識，進而萃取出重要的科學教學創新原理，以作為增進教師教學創新能力的參考。本研究首先以科學教學創新相關文獻與2008～2012年教學卓越獎得獎團隊之科學教學創新教案中的概念進行聚焦，接著篩選出九位科學領域適應性專家教師為對象進行半結構式訪談。研究結果發現，可從中歸納出「教學創新內容與議題」、「創新的教與學歷程」、「培養教學創新能力」、「教學創新環境與脈絡」等四個面向，共21項科學教學創新原理，可幫助教師透過教學創新原理思考科學教學，產生教學創新實踐。

The purpose of creative science teaching is to produce innovative solutions to problems, thereby achieving higher goals in the field of science teaching. From the perspective of a teacher’s thought processes, this study explored adaptive expert teachers’ opinions regarding instructional innovation and practical knowledge to extract creative science-teaching principles. First, we analyzed all award-winning creative science-teaching designs in Taiwan over the 2008–2012 period. Second, we interviewed nine science teachers and analyzed the transcripts. Finally, we extracted 21 creative science-teaching principles, which were categorized under four dimensions: “creative content and issues,” “creative teaching and learning processes,” “improvement of creative teaching ability,” and “creative teaching contexts.” These creative science-teaching principles can not only assist science teachers in thinking critically about their teaching methods but also facilitate developing creative teaching behaviors.