中學生在跨科主題教學中的學習表現

The Natural Science Learning Area Framework for the New 12-year Curriculum describes learning content, suggests pedagogy and assessment modes for the cross-cutting topics for junior high schools. The Natural Science Framework and the supplementary Curriculum Guide were officially provided to assist the teachers understand the ideal science curriculum, literacy-oriented teaching goals, rationale and content of cross-cutting topics, and to support them enacting in their teaching settings. It is challenging to facilitate teachers to unpack the Framework and the Guide, adapt the crosscutting topics instructional modules to satisfy the school context and students’ needs. Literature indicates that applying educative-curriculum materials will be promising. In this project, firstly, we invited secondary science teachers to adapt, enact, and formatively evaluate the educative instructional modules. This research aimed to (1) explore the process and products in which the teachers adapt the curriculum materials. (2) investigate the students’ learning performance of understandings via survey, as well as the quality of their artifacts. The students’ artifacts were collected and coded about how well the students use background science knowledge and argumentative thinking. Cross-checking with the classroom observation fieldnotes, teacher interviews, and video-tapes by applying the constant comparative method. The results indicate that the adapted and revised versions benefit school teachers, moreover, the students perform well in developing investigation objective and steps, collecting data to address their results. The research findings contribute to research issues about science teaching and science teacher learning.