師資培育生對國小自然科教科書中探究內容之詮釋

Interpretations of Inquiry-Based Content in Elementary-Level Natural Science Textbooks Among Preservice Teachers

目前許多國小教師會以教科書作為自然科教學的依據，若要以教育現場之情境達成十二年國民教育課程綱要總綱所強調的探究歷程學習目標，使用教科書進行自然科教學的方式培養職前教師具備探究教學的能力甚為重要。本研究選擇6位師資培育生為研究對象，讓他們分析自然教科書的探究內容及進行探究教學演示，瞭解他們對自然教科書探究內容的詮釋情形，並蒐集相關質性資料，分析在此過程中所面臨的挑戰。研究發現研究對象能根據自然領綱分析自然教科書中探究內容，將教科書中的教案轉化成探究教學時，還需在提問設計、活動連貫性以及探究開放程度上多加磨練；從分析教科書到探究教學演示的歷程，能增進他們對探究教學的理解與省思。研究建議自然科學師資培育課程應讓師資培育生有更多分析、轉化與省思自然科學教科書的機會，協助他們將理論與實務有效結合。

Elementary school teachers commonly use textbooks to teach natural science. For teachers to achieve the inquiry-based learning goals under the Curriculum guidelines of 12-year basic education in Taiwan, preservice teachers must be trained to use inquiry-based textbooks. In this study, six preservice teachers completed a science instructor education curriculum, in which they analyzed inquiry-based content within science textbooks and conducted related teaching demonstrations. Relevant qualitative data were collected on these teachers’interpretations of the inquiry-based textbook content to identify the challenges they faced. The preservice teachers effectively analyzed the inquiry-based textbook content in accordance with science curriculum guidelines. However, they required further practice regarding question design, activity coherence, and openness to inquiry when transforming lesson plans from textbooks into inquiry-based teaching. Additionally, the transition from textbook analysis to inquiry-based teaching demonstrations strengthened teachers’understanding of and reflection on this form of instruction. These findings suggest science instructor education programs should provide preservice teachers with sufficient opportunities to analyze, transform, and reflect on science textbook content, which can facilitate effective integration of theory and practice.