A Science Teacher's Reflections and Knowledge Growth about STS Instructjon after Actual Implementation

Chin Chung Tsai*

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

29 引文 斯高帕斯(Scopus)

摘要

The major purpose of this study was to describe a science teacher's views of STS (Science-Technology-Society) instruction and what she acquired after implementing a two-semester STS-oriented science course in a high school of Taiwan. Upon analysis of the teacher's journals, interview data, concept maps, and relevant student questionnaire responses, this study revealed the following findings. The teacher believed that STS instruction was a potential way of practicing so-called "constructivist" teaching and her pedagogical knowledge about STS showed a considerable growth. As a result of STS instruction, her epistemological views of science seemed to progress toward more constructivist-oriented views of science. The heavy content load of Taiwan's national curriculum, regular cross-class standard tests, the lack of peers' or administrative support, the resource limitations in Chinese language, and the cultural impacts were identified as major factors that inhibited her implementation of STS instruction.

原文英語
頁(從 - 到)23-41
頁數19
期刊Science Education
86
發行號1
DOIs
出版狀態已發佈 - 2002 一月
對外發佈

ASJC Scopus subject areas

  • 教育
  • 科學史與哲學

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