• 作者： 林煥祥
• 作者服務機構： 國立高雄師範大學化學系
• 中文摘要： 本研究探討了初任化學教師們在第一年的教學中對科學教學的概念之變化情形，並且比較了這些教師及他們的學生對科學教學的概念之差異性。由學年初及學年末的問卷調查比較中發現，這些初任教師與他們的學生，在優良教師必備條件的看法方面非常不同。同時，研究結果顯示，由於這些學生對科學教學的很多概念在這一年中幾乎沒有改變，因此看來似乎是這些初任化學教師調整了他們的概念以便適應其工作環境。另外，在有關學生動手做實驗的教學效果這方面的看法上，這些初任化學教師顯然比這些學生較不信服此教學效果。而且學生做實驗的次數，第二學期少於第一學期。因此若想發揮實驗的教學效果，宜透過各種努力，加強初任化學教師在實驗室教學方面的信心及意願。
• 英文摘要： This study investigated the changes of beginning chemistry teachers' conceptions ofscience teaching in their first year of teaching, and how these conceptions differ from theirstudents'. The comparison of pre- and post-test surveys found that the beginning teachers' conception of what constitutes a good teacher is very different from the students' concep－tion. Meanwhile, it seems that the teachers were adjusting their conceptions to fit practicalwork conditions, while the students stood firmly by their conceptions. In addition, thebeginning teachers believed less in the value of laboratory-based science activities than thestudents did. It is revealed that more efforts are needed to build beginning teachers' confidence and willingness to conduct hands-on science experiments.
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