| Summary: | 博士 === 國立臺灣師範大學 === 化學研究所 === 88 === This thesis is about a series of collaborative action researches for an STS teacher''s professional development. The author as the case teacher went through the following four stages. Stage 1: An STS teacher workshop. Stage 2: STS learning under anchored "greenhourse effect" STS activities. Stage 3: Under scaffolded instruction, designing and carrying out "acid rain" STS activities. Stage 4: Under less scaffolded instruction, carrying out the expanded "acid rain" activities which encourage learners'' cooperative creation with STS exploratory experiment. Throughout the four stages, the author as learner/teacher/researcher, used portfolio as learning and assessment tools to construct pedagogical content knowledge. The results of this study showed that, through collaborative action researches, the four-stage teacher development program and value-added portfolio building method were able to promote STS teacher''s professional capabilities. This value-added method in building portfolio motivated the teacher''s self-reflection, self-evaluation and self-regulation, self-confidence and willingness to take charge of his own learning. The teacher in turn was able to promote learner''s STS literacy, especially value-centered creativity. The author suggests that teachers should be encourage to promote their professional capabilities through collaborative action researches.
|
|---|
