以社會文化觀點應用S(KPL)S模式於國小職前STS教師培育的成效

Abstract

From a sociocultural perspective, this study was conducted to investigate the effectiveness of preservice teacher preparation when using S (KPL) S model (S: Society; K: Knowledge; P: Psychology; L: Logic; S: Society) as scaffolding framework to develop STS teaching materials and to facilitate the planning of instruction. Participants, divided into four groups, were 27 preservice non-science majors enrolled in an one-semester science teaching methods course in a teachers college. Each group cooperatively designed and practiced a unit long teaching module. The four modules were modified after group discussion. Continuous discussion and practice involved the preservice teachers in negotiation. This approach contributed to the building of a culture among the preservice teachers, which serves as the foundation for changes in behavior and teaching beliefs. Both qualitative and quantitative research methods were used in this investigation. Assessment instruments included those modified from previous studies and those developed by the investigator. Data were collected from direct classroom observations and videotapes. These data were used to analyze teacher effectiveness. The study also gathered data on preservice teachers' self reports and classroom observations to evaluate the effectiveness of the program. Based on sociocultural theory, it was found that the S (KPL) S model had a significant positive impact. The results revealed that the S (KPL) S model for STS teacher education can: (1) help preservice teachers to teach science with a view that learning is developing within the context of real world events and issues which link with knowledge and information, (2) change preservice teachers' beliefs, from realism to experimentalism and constructivism. (3) promote self-development of preservice teachers. Five difficulties for using STS teaching were also discussed.