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|Other Titles: ||A case study of scientific inquiry teaching of an innovative technology and science inquiry curriculum in a senior high school|
|Authors: ||楊詩敏;Yang, Shih-min|
|Keywords: ||科學探究教學;教學設計;教學實踐;scientific inquiry teaching;Instructional Design;teaching enactment|
|Issue Date: ||2010-01-11 00:24:42 (UTC+8)|
The purpose of this study was to investigate scientific inquiry teaching of four teachers who participated in designing and implementing an Innovative Technology and Science Inquiry Curriculum in Taipei High School (pseudo name). Data collection techniques, such as observation, students/teachers interviews and document analysis were applied in this qualitative case study. The interpretation was generated based on the analysis of theories of instructional design and scientific inquiry teaching.
Instructional design was divided into five parts in this study: analysis, design, development, implementation and evaluation. Teaching enactment was analyzed in five elements: learner induction, teachers’ questioning, students’ scientific inquiry abilities, alternative evaluation and levels of scientific inquiry. The conclusions of the research were summarized as follows:
1.Teachers’ instructional design: The teachers have gone through “analyses”, “design” and “development” during the instructional design process. However, “implementation” and “evaluation” were not completed for their instructional design. Most teachers made their instructional design decisions based on their own professional discipline, students’ college entrance needs, facilities and equipments resources available in the school. Besides, the teachers used a lot of materials already developed for their school environment for teaching. They also expected to use individual writing assignments and peer-evaluation as the learning assessment tools. It seemed that teachers were not really familiar with the essence of scientific inquiry teaching and did not really know how to implement the teaching process. Neither did they consider the formative evaluation of their instructional design, nor did they master the assessment techniques and measurement criteria of student learning.
2.Teaching enactment: The teachers at Taipei High School did encourage students to find out problems and ask questions. They also respected students’ opinions and used questioning technique to guide students learning. Besides, they employed “cooperative learning” to teach students and used alternative assessment to assess students learning. However, most of the teachers dominated a leading role in the classroom and they were not familiar with the questioning skills and types of questions. The teachers also lacked of assessment skills, so they were not able to select appropriate assessment tools to match with the assessment criteria. Moreover, because of the constraints of teachers’ knowledge of varieties of teaching method and school time schedule that teachers were not able to implement systematic scientific inquiry teaching effectively.
The suggestions are summarized as follows:
1.For the teachers at Taipei High School
(1)In terms of instructional design
a.It is suggested that teachers have to analyze the learning needs and learners before they start to design the curriculum.
b.It is suggested that teachers need to understand their teaching circumstances by taking parts in professional growth such as advanced studies, teaching supervision, team teaching or action research. Besides, it is suggested that teachers equip themselves with the knowledge and skills of scientific inquiry teaching and assessment by means of reading and discussing with their peers.
c.It is suggested that teachers should align learning objectives of each teaching units with the entire goal of the innovative curriculum.
d.It is suggested that teachers should acquire knowledge and skills on the “implementation” and “evaluation” stages of instructional design, in order to enhance their teaching effectiveness.
(2)In terms of teaching enactment
a.It is suggested that teachers can use guided or opened inquiry teaching techniques as well as alternative assessment approaches for their teaching.
b.It is suggested that teachers should have a comprehensive and progressive inquiry teaching plan to cultivate students’ inquiry abilities.
c.It is suggested that teachers should avoid misconception of the only purpose of higher school teaching as college preparation and focus on cultivating students’ inquiry abilities.
d.It is suggested that teachers have to encourage students asking questions voluntarily and provide the opportunities for students to reflect upon and evaluate themselves.
2. For the future research:
a. There is need to investigate the effectiveness of scientific inquiry teaching and school-based curriculum development.
b. There is need to investigate students’ learning outcomes on scientific inquiry learning.
|Appears in Collections:||[教育科技學系暨研究所] 學位論文|
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