| Summary: | 碩士 === 國立臺北教育大學 === 自然科學教育學系 === 107 === This study supported 24 elementary pre-service teachers to design science lesson plans using a Prediction-Observation-more Explanation (PO+E Teaching method), and the "Natural science teaching materials and methods" course in the Department of Science Education provided the training. A mixed method research design was used comprising Quantitative and qualitative research. First, elementary pre-service teachers were instructed in using the PO+E Teaching method and watched case films to see how it could be used (3 weeks). Second, elementary pre-service teachers were divided into eight groups to discuss and plan how to use the PO+E Teaching method to design science lessons (4 weeks). Then, elementary pre-service teachers implemented micro-teaching using the PO+E Teaching method in the class, and the professor and peers provided comments and feedback (4 weeks). Finally, elementary pre-service teachers taught their science lessons in elementary school classrooms, and counselors evaluated their teaching. It took pretest and posttest on elementary pre-service teachers with Science Inquiry Competence Test (SICT) at the course start and the end. SPSS was used to analyses the SICT quantitative data, and the collected science lesson plans, learning sheets, and Micro Teaching Assessment of PO+E (MTAP) were analyzed with Hermeneutic method and Kappa.
The results were as follows:
1.All elementary pre-service teachers were able to use the PO+E Teaching method to design science lessons, they achieved good degree.
2.The pre-test and post-test SICT results showed significant difference (p < .05), indicating that elementary pre-service teachers had improved their science inquiry competence skills after completing the course.
3.Qualitative data showed that elementary pre-service teachers familiar with science teaching with the PO+E Teaching method.
4.The PO+E Teaching method was effective in supporting elementary pre-service teachers to design science lesson plans.
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