| Summary: | 碩士 === 國立臺灣師範大學 === 科學教育研究所在職進修碩士班 === 95 === Exploration of Cognitive Apprenticeship Perspectives in Case Study of a Science-Fair Awarded Teacher’s Application of Science Club to Instruct Students in Progress of Science Inquiry
Ying-Ching Ou
Abstract
This study mainly investigates the strategies used by a science-fair awarded teacher to instruct junior high school students who have talents for science to do the scientific inquiry in the science club. Based on the framework of designing ideal learning environment from Cognitive Apprenticeship Perspectives developed by Collins, Brown, and Newman (1989), we first tried to analyze the contents of the club’s activities, the teaching methods, the sequencing of learning activites and the sociology in the club. Second, we tried to understand the processes the teacher simultaneously instructs multiple group students the science inquiry in a fair way. Finally, we discussed students’ implementation, their science nature 、their attitudes towards biology and their feelings towards the club’s learning environment. Thus, this study presents itself as an effect analysis of a science-fair awarded teacher’s application of science club to direct students in progress of science inquiry activities.
The subjects of this study are members of the science inquiry club including the students and the instructor as a junior high school teacher in Taipei County. The research is a case study. The case data was collected by semi-structure questionnaire interview, open feedback questionnaire, document information collections (including club diary, laboratory diary, science-fair schedule, and webpage discussion area), Science Nature Scale, Attitudes Towards Biology Scale (ATBS), and Constructivist Learning Environment Survey (CLES).
The main discoveries of this study are as following: 1. While the teacher of the case study was applying science club to guide students in progress of science inquiry, he indeed practiced Cognitive Apprenticeship in science learning; 2. In the science club, the teacher of the case study built up plenty of resources, thus helping the continuity of various learning experiences; 3. The teacher of the case study operated multi-content lessons to cultivate club student’s ability in science inquiry; 4. The teacher of the case study installed club homepage patterns, benefiting the multiple inter-action among science communities in the science club; 5. The teacher of the case study used multi-evaluation-scale to effectively guide students to do the research of special topics in science exhibition; 6.The teacher of the case study practiced Compound Organization Cooperation Learning to reinforce club student’s cooperating ability; 7. By conducting science club and instructing students to do science inquiry can encourage students to form positive attitude towards biology; 8. By conducting science club and instructing students to do science inquiry can strengthen student’s understanding of science nature; 9. By conducting science club and instructing students to do science inquiry can offer students a significant process of science studying under the Constructivist Learning Environment. According to the results this study stated above, it concretely provides school teachers of science a reference to advance science education by applying the establishment of science club.
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