Using Concerns-Based Adoption Model (CBAM) to Interpret How Teachers Implement Marine Education: A Case Study

• Main Authors: Lee, Hung-Shan, 李弘善
• Other Authors: Liu, Shiang-Yao
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/s6f74c

博士 === 國立臺灣師範大學 === 科學教育研究所 === 106 === In Taiwan, marine education has been a crucial agenda addressed in elementary and secondary school curricula. Yet, most teachers lack related content knowledge and are unfamiliar with the pedagogies. Consequently, there is an urgent need for the intervention of a knowledge broker who could bridge the gap between theory and practice. A professional development program was designed in this case study to meet this need. The program was designed under the framework of Concerns-Based Adoption Model (CBAM), which can be used to probe educational innovations. The knowledge broker replaces the facilitator in this framework. Data collected from the Stages of Concern (SoC) questionnaire, Levels of Use (LoU) interviews as well as Innovation Configurations Map (IC Map) of CBAM reveal the impact and the necessity of the knowledge broker. Two professional development workshops and on-line platforms were held to recruit long-term participants. Finally, a total of seventeen participants from a kindergarten, five primary schools, a junior high school and a vocational high school cooperated with the research team. Based on their initial SoC and LoU, appropriate assistances were provided. Presentations to participants’ students by the knowledge broker were asked by individual participant, and hands-on activities as well as equipment were designed or provided according to individual requirements. Thus, customized needs were satisfied through lengthy discussions between participants and the knowledge broker. The results show that for the behavioral aspects, all participants’ LoU advance to higher levels; their LoU reach to IVA and above, indicating all of them can carry out marine education routinely. For the perceptions about marine education, however, not all participants’ SoC reach to higher stages. Besides, IC indicates diversified modes of marine education observed from individual teachers. Based on these findings, the researcher concludes with practical implications for further implementations as well as research for marine education.