• 作者： 張世忠、羅慧英
• 作者服務機構： 1中原大學教育研究所 2桃園縣內壢國民中學
• 中文摘要： 本研究目的是探討協同教學對國中學生所知覺的科學教師 PCK之影響，兩位協同教師與學生 36位參與本研究，包括一位資深與一位生手教師，採用輪流教學或輔助之協同教學模式，內容是針對九年級上學期一整學期的地球科學課程。本研究包含量化與質化的分析方式，採用「學生對教師學科教學知覺問卷」來了解協同教學前後，學生對個案資深教師之 PCK知覺變化，亦使用「省思日誌」、「學習日記」與「晤談記錄」等，經過三角檢證，分析歸納形成研究主張。經過協同教學後，研究發現學生對這位資深老師的 PCK知覺在整體的得分上有達到顯著差異。「學科專業知識」、「教學策略」和「教學表徵」都達到顯著差異，而「學生知識與評量」未達到顯著差異。研究亦發現協同教學有助於資深教師多運用資訊教學方式來提昇學生學習興趣；教師更常使用動畫並增加故事、生活實例方式解釋科學概念；在科學與科技間之關聯知識有明顯的進步；協同教學亦有助於實施多元評量方式。最後本研究對現職教師之科學教學方面提出具體建議。
• 英文摘要： The purpose of this study was to explore the impacts of secondary students’ perceptions of the PCK of science teachers using team teaching. Two teachers (one experienced and one novice) and 36 students were involved in this study. The study used a team teaching model. An earth science curriculum was implemented and lasted for one semester. The study used both quantitative and qualitative analyses. Data were collected from the Students’ Perceptions of Teacher Knowledge Questionnaire, reflection journals, learning diaries and interviews. The constant comparative analytic process and triangulation were utilized for generalizing the findings and categories. After the intervention, we found that the students’ perceptions of the experienced teacher’s PCK had improved and that a statistically significant difference existed except for the dimension of KSU. In IR, team teaching was more beneficial for using computer techniques to promote students’ learning interests. In RR, the teacher preferred using animation, stories and living examples to explain concepts in science. In SMK, students found the teacher would use more technology (e.g., computer) to integrate science and technology. In KSU, team teaching was beneficial for using multiple assessments to assess the students’ understanding. Finally, suggestions are provided for the science teacher professional development and future research.
• 中文關鍵字： 協同教學、學科教學知識、地球科學、專業成長
• 英文關鍵字： Team Teaching, Pedagogical Content Knowledge (PCK), Earth Science, Professional Growth