| Summary: | 博士 === 國立彰化師範大學 === 科學教育研究所 === 98 === The purpose of the study was to develop and to assess a professional development model for promoting inservice mathematics and science teachers’ technology-supported inquiry teaching. The model, named KMCAR, adopts mainly knowledge management (abbrev. KM) and collaborative action research (abbrev. CAR) as strategies for teachers’ professional development, characterized by five elements, such as teacher-centered, knowledge-centered, community-centered, authentic situation centered, and action research-centered. Implementing of the KMCAR consists of four stages including exploration, preparation, practice, and evaluation phase. Eighty-two in-service mathematics and science teachers, who registered a program for master degree in Graduate Institute of Science Education of National Changhua University of Education from 2005 to 2007, were invited to the study. Eight out of this Eighty-two teachers were further invited as case teachers to assess effectiveness of the KMCAR model. Data collection tookincludes qualitative and quantity data. Data analysis is continuous comparison method ( Bogdan & Biklen, 1992 ). Findings of the study indicate that the implementation of the model meets some problems, such as participants’ individual factors, school supports, etc.. However, the problems were resolved after reflections and accommodations. Findings also reveal that effective of the KMCAR model on the teachers’ professional development in terms of technology-supported inquiry teaching. Besides, the students’ achievement, and attitude toward learning environment show significant improving as their teachers increasing their knowledge on technology-supported inquiry teaching.
|
|---|
