| Summary: | 碩士 === 國立臺中教育大學 === 教育學系課程與教學碩士班 === 101 === The purposes of the study were to explore science teachers’ perception of junior-high-school-students’ mathematics prior knowledge relevant to science learning and analyze the relationship between science teachers’ perception of students’ mathematics prior knowledge and their teaching plans of science units. Three science teachers in a junior high school in Taichung city were selected by purposeful sampling and individually interviewed. Teachers were asked to rate their students’s extent of mathematics prior knowledge for learning each science unit in the textbook. Documents relevant to science teachers’ teaching plans were also collected and analyzed.
Based on the analyses of data collected from interviews and documents, the main findings of this study were as follows.
Firstly, science teachers’ rating scores of their students’ mathematics prior knowledge are based on various aspects of their percetion, including the property of the teaching materials, students’ previous learning experiences of mathematics or their life experiences, students’ performance in science classes they taught, teachers’ attitude toward teaching and their conception of students’ learning goals. Secondly, the choice of teaching strategies, student activities, the allocation of time for different activities in the teaching plan have significant connections with teachers’ perception of students’ mastery of mathematics for science learning. Thirdly, teachers’ perception of students’ mathematics prior knowledge is one of the important concerns of their teaching plans. Besides, teachers’ attitude toward teaching, the opinion of students’ learning goals are taken into their consideration as well. Based on the findings of this study, recommendations for teaching practice and future academic research were also provided..
Key words: mathematics prior knowledge, teacher perception, teaching plan
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