| Summary: | 碩士 === 臺北市立師範學院 === 國民教育研究所 === 87 === The major purpose of this study is to explore the teacher beliefs of an elementary science student-teacher.
The female case teacher,who majored in arts and was just gratuated from college, was teaching science and arts of the third grade in elementary school. By qualitative research methods,such as classroom observations,interviews and portfolio documents,the study get major findings as follows：
1、Teacher’s scientific epistemology is objectivism. Science knowledege is complicatedzaandzaconstructedzabyzascientists’aaobservationsa,experimentsa,and discussions.Science knowledge lies in books to be learned by people. Elementary school students are lack of science knowledge and ability to construct science knowledge,so they obtain science knowledge from teacher primarily.
2、Text-books are the most important teaching materials to let students get structured knowledge,and teacher add some teaching materials as they need.
3、Students have no science knowledge,no ability to construct knowledge,and no interest to learn . Development is prior to learning.
4、Cultivating interest to get close to the nature. Applying knowledge to daily lives. Only few students can reach the standard in curriculum.
5、Teacher-centric methods are suitable in the condition now.
6、There are many ways of evaluation. Process-oriented evaluation is more important than end-oriented evaluation.
7、Strict way of classroom management is the main strategy. Students have some freedom if they don’t interfere with others.
8、There is high personal teaching efficacy ,but the general teaching efficacy is low.
9、The teacher likes the stability and achievement of the teaching job.
The study finds epistemology belief has general influence to other beliefs,so it should be the central belief in the belief system. In contrast,personal teaching efficacy can stand for the student-teacher’s character,her personal teaching efficacy is increasing.
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