A Study of Pre-service Elementary Teachers’ Understanding about Competence Indicators of Nature of Science in National 1-9 Curriculum

• Main Authors: Chao-Fang Chang, 張兆芳
• Other Authors: 劉聖忠
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/51403809561526329973

碩士 === 國立花蓮師範學院 === 國小科學教育研究所 === 93 === Abstract This study intends to investigate pre-service elementary teachers’ understanding about the ten competence indicators of the nature of science in science and technology learning area under the current National 1-9 Curriculum in Taiwan. Research subjects are 71 students across all departments and graduate institutes in one of National Teachers Colleges. Semi-structured interview is conducted. Before interview, pre-service teachers were requested to answer on paper if they feel understand the ten competence indicators. Teachers may express their understanding orally about the ten competence indicators one by one freely during the interview period. Audio tapes are transcribed into transcripts for analysis. In the same time, researcher’s supervisor professor interpreted the ten competence indicators and produced detail explanation of each indicator. Researcher and two other graduate students then analyze interviewed teachers’ transcripts in accordance with supervisor’s interpretation. The results of this study indicate that pre-service teachers do feel they understand the ten competence indicators from 67.6% on 3-3-0-1 to 98.6% on 3-1-0-1 and average 82.5% for ten indicators. However, after researcher analyzed pre-service teachers’ transcripts in terms of supervisor’s interpretation, the results shows pre-service teachers’ understanding drops to 43.7%. Furthermore, the paired t-test of significance shows that there is no difference between two groups of teachers’ understanding, namely science-major versus non-science-major and taking-method-class versus not-taking-method-class. Further interpretation of the results and recommendations will be discussed in thesis.