• 作者： 邱美虹; 江玉婷
• 作者服務機構： 國立台灣師範大學科學教育研究所; 台北市立成淵高中
• 中文摘要： 本研究主要是應用Shulman (1986)學科教學知識(Pedagogical content knowledge,PCK)的理念，再配合Cochran, DeRuiter，和King (1991)所提出的學科教學知識之知曉(Pedagogical content knowing, PCKg)，探討地球科學科初任教師與資深教師在轉換自己的學科知識成為可教給學生的知識時所呈現的學科教學知識。研究結果顯示：教學策略與教學目標的知識：四位教師的教學策略與教學目標的知識並無明顯的差異，很難以絕對的標準來區分初任教師與資深教師之不同。學科的知識：四位教師的學科知識架構都呈現清楚的邏輯先後次序，且資深教師在知識架構上較為完整。但資深教師與初任教師都擁有一些迷思概念，前者出現在補充資料上，而後者除了出現在補充資料外，有些還是課本上的基本概念。教學情境的知識：初任教師與資深教師教室管理的表現並無顯著的差異。惟資深教師似乎比初任教師更能利用社區的資源。課程的知識：四位教師都很重視地球科學課程與日常生活相結合的重要性，並肯定「地球系統」(EarthSystems, ES)及「科學、技學、社會」(Science, Technology, Society, STS)的課程設計理念有助於地球科學的學習。學生的知識：資深教師基於多年的教學經驗，能預知學生學習上可能會遭遇到的困難﹐並做適當的解釋。
• 英文摘要： The study utilized an integration of Shulman’s (1986) pedagogical content knowledge (PCK) and Cochran, DeRuiter, and King’s (1991) pedagogical content knowing (PCKg) as the theoretical framework to investigate how beginning and experienced earth science teachers transformed their knowledge of teaching earth science. The teachers involved in this study were two beginning teachers (in their first year teaching) and two experienced teachers (with over five years experience) from Taipei city. The methods for data collection were classroom investigations, three structured interviews, and a questionnaire about their preferences on four different versions of texts.
  The results were analyzed into five areas based upon the integrated framework designed by the authors. (1) Knowledge of pedagogy: The results indicated that no explicit differences in teaching strategies and instructional goals were apparent between the beginning teachers and the experienced teachers. (2) Knowledge of subject matter: The experienced teachers had more complete knowledge of science contained in the teaching materials than the beginning teachers. (3) Knowledge of context: The experienced teachers tended to use community resources more effectively than the beginning teachers. (4) Knowledge of the curriculum: All the teachers considered that activities related to daily life (e.g., curriculum like Earth Science and Science-Technology-Society) were important in earth science teaching. (5) Knowledge of learners: The experienced teachers were able to predict what difficulties student would have learning earth science and they were able to provide appropriate explanations for these students.
• 中文關鍵字： 學科教學知識; 地球科學; 初任教師; 資深教師
• 英文關鍵字： Pedagogical content knowledge; Experienced teacher; Beginning teacher; Teacher education