| Summary: | 碩士 === 國立彰化師範大學 === 科學教育研究所 === 107 === Collaborative problem solving (CPS) is an essential key ability for the 21st century citizens. Therefore, how to teach students CPS ability for the future life by enhancing science teachers’ professional development of CPS teaching is worth exploring. The purpose of this study included investigating needs of middle school science teacher’s professional development of CPS teaching, encounter difficulties and solutions through the processes of developing and implementing CPS teaching modules , and their professional development by reflection.
This study adopts a case study method. Three inservice science teachers were invited to participate in the study. After more than two years of observation and record, it collected and analyzed qualitative documents such as meeting records, interviews, and lesson plans to form claims.
This study found that the case teachers (1) in the CPS teaching professional growth needs focus on the needs of understanding definition of CPS teaching, the needs of understanding students’ CPS learning, and the needs of curriculum module design, etc. (2) the difficulties encountered in developing the CPS modules including unfamiliar in module design, teaching model and strategy, and assessment of students' CPS ability. (3) After reflection, they all agree that they had professional growth in CPS teaching methods and strategies, student learning, and curriculum design.
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