以「專題研究」培養國小職前教師科學探究過程與教材開發能力之研究

Applying a Project-Based Learning Strategy to Facilitate the Understanding of Science and Scientific Inquiry among Pre-Service Primary School Teachers

九年一貫課程的推動，強調教師能對課程內容進行研究，以編撰較具特色之教材；同時注重學生基本學習能力的培養，藉著基本能力養成，使學生由被動的聽講者成為主動的學習者，進而發展其對科學學習之興趣。本研究以執行科學專題研究，培養職前自然科學教師熟稔基本科學探究歷程，來強化未來師資實際執行自然課程教學之理念，繼而能引述當代科學發展的新義，應用於教學中。本研究對象以師院學生為主，先進行專題研究來訓練職前教師對科學探究流程之熟稔，進而探討科學探究過程與其教材開發間之關聯。筆者觀察、記錄並歸納職前教師於專題研究過程中之表現；研究對象成為初任教師後，再以開放式自評問卷，了解專題研究對於實際教學之影響。結果發現，專題研究對初任教師之課堂教學及接受科學知能，皆有正向之幫助；同時，初任教師藉專題研究中重視「發現問題」之訓練，對日後科學教學主題的認知、表達、與教材教法的選擇呈現正面之影響。筆者建議於師資培育過程，應再加強職前教師切實體認科學探究的過程，以養成九年一貫課程統整之優良勝任教師。

During this period of continuous primary school curriculum reform, students' basic learning skills and/or capabilities have been two key issues, especially in the science curriculum. Teachers' ability to teach the new inquiry-based science program clearly plays a vital role here. In this study, a science- project-based training course was used to strengthen the pre-service primary teachers' (PSPTs') ability to understand the process of science. During the training period each PSPT group worked on a science project, and the PSPTs' performances were recorded for further analysis. At the end of the program, the PSPTs were invited to fill out open-ended questionnaires to assess the effect of their training. The results show that the PSPTs' ability to handle science-related materials, understand scientific topics, understand the basic experimental process (or method of scientific inquiry), and choose teaching models for primary school science courses was significantly enhanced. These capacities are crucial if the PSPTs are to fulfill their mission in this time of science education reform.