- 作者: 林陳涌
- 作者服務機構: 臺灣師範大學生物系
- 中文摘要: 本文提出一個模式說明職前教師的學業成就和科學教學觀的關係。這個模式包含兩個中問變項,對科學本質的了解和對科學的態度。本研究應用一調查研究來檢驗這個模式是否適合所蒐集的數據,共計蒐集428位台北某一師範學院學生為樣本。所蒐集到的數據支持此模式,且此模式具有29.81%的解釋力。所蒐集到的數據同樣的支持職前教師對科學本質的了解和對科學的態度,在形成科學教學觀中佔有重要的地位。本研究發現此師院所提供的修業科目不能有效的促進職前教師對科學本質的了解和對科學的態度和科學教學觀。
- 英文摘要: This study proposes a model to illustrate the relationship between preservice teachers'academic achievements and their perspectives on science teaching. This model involves twointermediate variables of the understanding of the nature of science and attitudes towardscience. A survey was conducted to test the goodness of fit of the model. 428 preserviceteachers were sampled in a Teachers College in Taipei The model was confirmed by thedata collected with an explanatory power of 29.81%. The data in this study supported thesignificant role of the understanding of the nature of science and attitudes toward sciencein the formation of desirable perspectives on science teaching. It was also found that coursesoffered by the Teachers College were not sufficient to promote adequate understanding ofthe nature of science. positive attitudes toward science, and desirable perspectives onscience teaching.
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