• 作者： 靳知勤
• 作者服務機構： 國立台中師範學院自然科學教育系
• 中文摘要： 數理師資培育者一向關切如何提昇數理教師專業能力的議題。本研究以一群修習《科學、技學與社會》課程的在職數理老師（N = 38）為對象，使其發展STS教學模組從而認識STS 理念與策略，並養成設計STS 教學模組的能力。研究者在授課的歷程中，實踐行動研究的理念，隨時觀察參與教師所遭遇的問題，並提出因應的解決策略，以協助其發展教學模組。其間，研究者並以敘述性分析的方式，記述這一段與在職數理教師互動的經驗。互動之間，研究者發現參與教師接觸新的教學理念頗受學術社群術語所限，又因對「技學」一詞的意義不夠了解，也影響其使用議題及以此連結相關科學概念的能力。此外，所發展的模組中呈現內容過繁、邏輯性不足與欠缺創意的現象。研究者於行動進程中採以：加強對STS 理念與定義的闡釋，提供多樣化的範例做為參考資料，就其問題做個別化之討論與引導，協助其認識主題與議題在其中之核心地位，提供參與教師間進行相互之書面與口頭評述與深入討論的機會，促進其整合所蒐集的設計資料。參與教師綜評應用STS 理念於實際教學，有22 類優點與10 類有待克服的項目。末了，為有助於實踐STS 教學之理想，本研究對數理師資培育課程提出建議，並特別強調此課程連結真實教學情境所獲經驗的重要性。
• 英文摘要： This study used a graduate-level "science/technology/society" course and a group of mathematics and science teachers (M & S teachers) (N = 38). The purpose of the course was to help the M & S teachers to understand STS rationale and strategies in more depth and develop their ability to develop STS modules. The instructor in this course, as an action researcher, was to collect M & S teachers' opinions and problems faced in this course. The researcher tried to respond these problems as soon as possible by providing immediate assistances. The results of this study were recorded and presented through narratives. It was reported that: (1) The jargon used in the science education community was an obstacle to understanding the real meaning of the specific educational theory. (2) In-service M & S teachers were not familiar with the profound meaning of technology. (3) This lack of understanding of technology hindered their efforts to connect the societal issues to possible embedded scientific concepts. (4) In developing STS modules, M & S teachers covered too much content, and lacked logical connections between individual parts. In the process of this study, the researcher tried to interpret the rationale and definition of STS more detail, provide a variety of exemplars as reading assignments, answer questions based on what M & S teachers produced and encourage their interactive discussion by reviewing the paper work through oral presentations. All of these aimed to promote the teachers' understanding of STS and their ability to integrate the resources used in developing the task. Finally, M & S teachers reported 22 benefits and 10 disadvantages in adopting STS modules in school science teaching. Based on the results, this study suggested feasible ways to conduct pre- and in-service M & S teacher education. Remarkably, the M & S teacher programs need to connect to authentic learning environments.
• 中文關鍵字： 行動研究、科學/技學/社會、師資培育、數理教師
• 英文關鍵字： Action Research; Mathematics and Science Teachers; Science/Technology/Society; Teacher Education