• 作者： 陳鴻明; 張文華; 張惠博
• 作者服務機構： 國立彰化師範大學科學教育研究所; 國立臺灣師範大學生物學系
• 中文摘要： Based on their understandings of New Nine-Year Curriculum Reform in Taiwan, six representative science teachers from a public junior-high school, following J.M. Palmer’s Curricular Connection Model, developed and implemented an interdisciplinary module while they participated in a professional development program that was operated in accordance with a 4-step planning cycle framework. A questionnaire, "What is happening in this classroom," was administered before and after a trial of the module. A t-test and an ANCOVA were conducted to explore the changes of students’ perceptions as well as gender difference. According to post-scores from WIHIC, thirty students, balanced in gender from five participating classes, were interviewed. After triangulating with field notes and data from an observation checklist based on WIHIC items, we found a significant increase in scores for "Student Cohesiveness," "Student Involvement," "Investigation," and "Cooperation" for all the students. In addition, female students receive significantly higher average scores than males for "Student Cohesiveness" and "Cooperation," and significantly lower average scores for "Teacher Support," "Student Involvement," "Investigation" and "Equality" subscales. Familiarity with the teacher, and teachers’ and students’ previous experience with inquiry were important influencing factors. Although the higher peer interaction rate compensated for the lower teacher-student interaction rate of female students in this study, for a longer term of learning, the gap between teacher interaction with boys and girls might be enlarged. Suggestions for a policy of encouraging use of the team teaching approach and the development of a professional development program are provided based on the findings.
• 英文摘要： --
• 中文關鍵字： classroom climate, gender difference, interdisciplinary module
• 英文關鍵字： --