1. NCCU Academic Hub
  2. 學術產出
  3. College of Education
  4. Theses
  5. Item

學術產出-Theses

Article View/Open

Publication Export

Google ScholarTM

政大圖書館

Citation Infomation

  • No doi shows Citation Infomation
題名 知識翻新學習對師培生教學信念與實務知識之影響
Effects of knowledge building on teacher-education students’ teaching beliefs and practical knowledge
作者 張芷瑄
Chang, Chih Hsuan
貢獻者 洪煌堯
Hong, Huang Yao
張芷瑄
Chang, Chih Hsuan
關鍵詞 師培生
實務知識
教學信念
知識翻新
知識論壇
teacher-education students
practical knowledge
teaching beliefs
knowledge building
Knowledge Forum
日期 2011
上傳時間 30-Oct-2012 11:33:23 (UTC+8)
摘要 在知識急速進步與變動的時代，知識共享與共構是未來的新趨勢。傳統師資培育偏重理論與知識傳遞的教學方式，固然有其優點，但面對未來知識社會的挑戰，師培課程也需要不斷進行反思與改進。為了改善傳統偏重知識傳遞的教學模式，本研究嘗試運用知識翻新(knowledge-building)理論於師資培育課程，並使用知識論壇平台(Knowledge Forum©)作為本課程的線上輔助學習環境。研究目的在讓師培生於課堂中實際進行體驗教學，並利用教室與線上知識論壇的學習環境進行大量教學反思，以期能幫助師培生發展更多元創新的教學信念，並且實踐於教學活動中。
研究對象為修習國民小學自然科教材教法的28位師資培育生，以個案研究法進行資料的蒐集和分析，資料包括：(1)整學期師培生在知識論壇平台上的互動與對話--使用知識論壇分析工具(Analytic Toolkit, ATK)計算學生於知識論壇平台進行知識建構的互動次數，亦使用社會網絡分析軟體(social network analysis)分析閱讀與回文訊息的流通情況，最後透過知識論壇學生的實際貼文內容，呈現師培生在平台上的互動情形；(2)師培生試教結束後在知識論壇的教學回饋內容--透過對教學回饋品質與教學回饋信念的質性編碼和兩階段相依樣本t考驗進行分析；(3)期初與期末的自我檢核表問卷--以質性分析軟體Nvivo進行開放式編碼，依據師培生對於問題的陳述內容進行編碼和兩階段相依樣本t考驗；(4)期初與期末的教學本質問卷--以質性分析軟體Nvivo進行編碼，依據師培生對開放性問題的陳述內容進行編碼和兩階段相依樣本t考驗；(5)期末試教反思問卷--計算師培生在試教活動中，教師中心與學生中心活動所佔時間的百分比，進行兩階段相依樣本t考驗，並根據師培生在教學設計、教法、教材和評量的反思內容，以貼文為分析單位，進行編碼和描述性統計。
研究結果顯示：(1)使用知識論壇平台有助師培生進行線上知識分享與自我反思；(2)透過知識翻新學習可以幫助師培生改進教學的回饋品質；(3)經由知識翻新學習讓師培生進行自我反思，可以幫助教學實務知識的發展；(4)經由知識翻新學習可以幫助師培生建立主動學習的教學信念；(5)讓師培生經由實際體驗教學與省思後，需要有更長的時間進行信念的內化，才能有效幫助師培生教學信念的實踐。
根據本研究結果，提出以下幾點建議供未來師資教育之參考：(1)教師可善用數位學習平台（如知識論壇）以輔助教學，促進學生想法的分享和改進；(2)營造開放自主的師資培育環境，可以建構多元的教學信念；(3)師資培育課程應提供更多實際體驗教學的機會，讓師培生檢視自我如何將教學信念付諸實踐；(4)課程革新應進一步思考如何促進教師教學信念與課程理念間的聯結，以協助教師在教學現場有效的落實課程。
We are entering into a knowledge age, during which knowledge changes rapidly; accordingly, sustained knowledge sharing and constructing is essential. Although the traditional teacher education--that tends to emphasize more of the learning of educational theory than practical knowledge--has its advantage, teacher educators still need to reflect on and improve teacher preparation approaches continuously in order to face the challenge in the knowledge society. To this end, this study employed knowledge-building theory and Knowledge Forum© technology in a teacher education course. The purpose of this study was to help teacher-education students develop more informed science teaching beliefs by guiding them to effectively practice their teaching in classes, and to discuss and reflect on their teaching both in class and online.
Participants were 28 teacher-education students who took a course about science teaching. Data sources (and analysis) mainly came from: (1) Teacher-education students’ interaction and discourse on Knowledge Forum (KF) (using the Analytic Toolkit to calculate the students’ frequency of activities on the KF platform; then, social network analysis was used to analyze the betweenness centrality and network density. Finally, examples of teacher-education students’ notes was analyzed to understand the interaction of teacher-education students in the KF platform); (2) Teacher-education students’ teaching feedback posted in Knowledge Forum (based on students’ answers, quantitative analysis was performed by means of paired-sample t tests); (3) An open-ended questionnaire that surveyed teacher-education students’ practical knowledge at the beginning and the end of semester was coded using key concepts as unit of analysis (quantitative analysis was performed via paired-sample t test); (4) A questionnaire with 6 open-ended questions that surveyed teacher-education students’ teaching beliefs at the beginning and the end of the semester was coded (quantitative analysis was performed via paired-sample t tests); (5) A questionnaire that surveys teacher-education students’ reflection on teaching practices (analysis was done by calculating the percentage of time on teacher-centered and student-centered teaching/learning activities using paired-sample t tests; and in addition, students’ texted answers were analyzed qualitatively).
The results showed that: (1) using Knowledge Forum was helpful for teacher-education students’ sharing of their knowledge and reflection on their teaching; (2) Engaging in knowledge building could help improve teacher-education students’ teaching feedback quality; (3) Engaging in knowledge building could help teacher-education students’ development of their practical knowledge; (4) After engaging in knowledge building for a semester, teacher-education students developed more constructivist-oriented learning beliefs; (5) It was time-consuming to help teacher-education students develop more informed teaching beliefs.
Building on the results, this study made the following suggestions: (1) Teachers should make good use of online learning platforms (e.g., Knowledge Forum) to facilitate students’ idea sharing and improvement; (2) Teacher education programs should help foster an open learning environment, in order to foster the development of multiple teaching beliefs; (3) Teacher education programs should provide teacher education students with more opportunities for teaching practice and for reflection on their teaching beliefs; and (4) Curriculum reform should try to better relate curriculum development and teachers` beliefs development.
參考文獻 方吉正（1998）。教師信念研究之回顧與整合—六種研究取向。教育資料與研究，20，36-44。
王秀惠，蔣佳玲（2004）。高雄縣國小自然與生活科技領域教師教學信念與教學行為之相關研究。科學教育研究與發展季刊，37，67-79。
王恭志（2000）。教師教學信念與教學實務之探析。教育研究資訊，8(2)，84-98。
吳明隆，陳火城（2007）。高雄市國小教師數學教學信念與自我知覺教學效能關係之研究。學校行政，48，113-132。
李源順（2005）。學生教師運用知識庫學習數學教學：理論與實務的連結。科學教育學刊，13(1)，53-70。
李麗君（2005）。師資培育在改變師資生教學信念上之意義及其困難與挑戰。教育資料與研究，62，134-144。
李麗君（2006）。檢視師資生教學信念與其實踐之方案實施與成效。國立台北教育大學學報，19(1)，39-62。
邱憶惠，高忠增（2003）。教師知識之個案研究。台中教育學報，17(2)，91-112。
教育部（2003）。創造力教育白皮書：打造創造力國度。台北：教育部。
教育部（2008）。教育部中小學資訊教育白皮書。台北：教育部。
陳國泰（1999）。國小初任教師實際知識的發展之研究（未出版之碩士論文）。國立高雄師範大學，高雄市。
陳國泰（2000）。析論教師的實際知識。教育資料與研究，34，47-64。
陳國泰（2003a）。國小初任教師實際知識的發展之個案研究。國民教育研究學報，10，77-102。
陳國泰（2003b）。教師的實際知識及其對師資培育的啟示。教育研究，11，181-192。
黃騰，蔡小婷（2010）。從師資培育之研究看教師發展中心之定位。卓越教學學術研討會，宜蘭市晶英酒店。
Beijaard, D., & Verloop, N. (1996). Assessing teachers` practical knowledge. Studies in Educational Evaluation, 22, 275-286.
Bereiter, C. (2002). Education and mind in the knowledge age. Mahwah, NJ: Lawrence Erlbaum Associates.
Carter, K. (1990). Teachers’ knowledge and learning to teach. In W. R. Houston (Eds.), Handbook of research on teacher education (pp. 291-310). New York: Macmillan.
Carter, K. (1992). Creating cases for the development of teacher knowledge, in T. Russell, and H. Munby (Eds.), Teachers and teaching: From classroom to reflection (pp. 109-123). London: Falmer Press.
Chai, C. S., Hong, H. Y., & Teo, T. (2009). Singaporean and Taiwanese pre-service teachers` beliefs and their attitude towards ICT use: A comparative study. The Asia-Pacific Educational Researcher, 18(1), 117-128.
Chang, Y. H., & Hong, H. Y. (2011). Facilitating belief change among prospective science teachers through knowledge building. Inciting the Social Imagination: Education Research for the Public Good. 2011 American Educational Research Association (AERA), New Orleans.
Clark, C. M., & Peterson, P. L. (1986). Teachers’ thought processes. In M. Wittrock (Eds.), Handbook of research in teaching (pp. 255-296). New York: MacMillan.
Cuban, L. (1983). How did teachers teach, 1890-1980. Theory Into Practice, 22(3), 160-165.
Dempsey, J. V., Driscoll, M. P., & Swindell, L. K. (1993). Text-based feedback. In J. V. Dempsey, & G. C. Sales (Eds.), Interactive instruction and feedback (pp. 21-54). Englewood Cliffs, NJ: Educational Technology Publications.
Dexter, S. L., Anderson, R. E., & Becker, H. J. (1999). Teachers’ views of computers as catalysts for changes in their teaching practice. Journal of Research on Computing in Education, 31(3), 221-239.
Dias, L. B. (1999). Integrating technology: some things you should know. Learning & Leading with Technology, 27(3), 10-13.
Duffee, L., & Aikenhead, G. (1992). Curriculum change, student evaluation, and teacher practical knowledge. Science Education, 76(5), 493-506.
Elbaz, F. (1983). Teacher thinking: A study of practical knowledge. London: Croom Helm.
Entwistle, N., Skinner, D., Entwistle, D., & Orr, S. (2000). Conceptions and beliefs about "good teaching:" An integration of contrasting research areas. Higher Education Research & Development, 19(1), 5-26.
Fairbanks, C. M., Duffy, G. G., Faircloth, B. S., He, Y., Levin, B., Rohr, J., & Stein, C. (2010). Beyond knowledge: Exploring why some teachers are more thoughtfully adaptive than others. Journal of Teacher Education, 61(1-2), 161-171.
Gholami, K., & Husu, J. (2010). How do teachers reason about their practice? Representing the epistemic nature of teachers’ practical knowledge. Teaching and Teacher Education, 26(8), 1520-1529.
Grossman, P. (1995). Teachers’ knowledge. In L. Anderson (Eds.), International encyclopedia of teaching and teacher education (2nd ed., pp. 20-24). Cambridge: Cambridge University Press.
Grossman, P. L., Wilson, S. M., & Shulman, L. S. (1989). Teachers of substance: Subject matter knowledge for teaching. In M. C. Reynolds (Eds.), Knowledge base for the beginning teacher (pp. 23-36). Oxford, UK: Pergamon Press.
Hargreaves, D. H. (1999). The knowledge-creating school. British Journal of Educational Studies, 47(2), 122-144.
Hollingsworth, S. (1989). Prior beliefs and cognitive change in learning to teach. American Educational Research Journal, 26, 160-189.
Hong, H. Y., Chen, F. C., Chai, C. S., & Chan, W.C. (2011). Teacher-education students’ views about knowledge building theory and practice. Instructional Science, 39(4), 467-482.
Hong, H. Y., & Lin, S. P. (2010). Teacher-Education Students` Epistemological Belief Change through Collaborative Knowledge Building. The Asia-Pacific Education Researcher 19(1), 99-110.
Hong, H. Y., Scardamalia, M., Messina, R., & Teo, C. L. (2008). Principle-based design to foster adaptive use of technology for building community knowledge. In G. Kanselaar, V. Jonker, P. A. Kirschner, & F. J. Prins (Eds.), International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences - ICLS 2008, (Vol. 1, pp. 374-381). Utrecht, The Netherlands: International Society of the Learning Sciences, Inc.
Hong, H. Y., & Sullivan, F. R. (2009). Towards an idea-centered, principle-based design approach to support learning as knowledge creation. Educational Technology Research & Development, 57(5), 613-627.
Hong, H. Y., Zhang, J., Teo, C. L., & Scardamalia, M. (2009). Towards design-based knowledge-building practices in teaching. In C. O`Malley, D. Suthers, P. Reimann, A. Dimitracopoulou (Eds.), Computer supported collaborative learning practices: CSCL2009 Conference proceedings (pp. 257-261). Rhodes, Greece: International Society of the Learning Sciences, Inc.
Horng, J. S., Hong, J. C., ChanLin, L. J., Chang, S. H., & Chu, H. C. (2005). Creative teachers and creative teaching strategies. International Journal of Consumer Studies, 29(4), 352-358.
Hsieh, I., Gloria, L., & O`Neil, H. F. (2002). Types of feedback in a computer-based collaborative problem-solving group task. Computers in Human Behavior, 18(6), 699-715.
Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27(1), 65-90.
Kubiatko, M., & Vlckova, K. (2010). The relationship between ICT use and science knowledge for Czech students: A secondary analysis of PISA 2006. International Journal of Science and Mathematics Education, 8(3), 523-543.
Lakkala, M., Lallimo, J., & Hakkarainen, K. (2005). Teachers` pedagogical designs for technology-supported collective inquiry: A national case study, Computers & Education, 45(3), 337-356.
Lin, K. Y., & Hong, H. Y. (2012). Student perceptions of learning in Knowledge Forum as a CSCL environment. CSCL & AIED SIG, Taiwan CSCL & AIED SIG Workshop 2012, Howard lake resort shihmen dam.
McCombs, B. L. (1997). Self-assessment and reflection: tools for promoting teacher changes toward learner-centered practices. National Association of Secondary School Principals Bulletin, 81, 1-14.
McCombs, B. L., & Whisler, J. S. (1997). The learner-centered classroom and school: strategies for increasing student motivation and achievement. San Francisco: Jossey-Bass.
Morton, T., & Gray, J. (2010). Personal practical knowledge and identity in lesson planning conferences on a pre-service TESOL course. Language Teaching Research, 14(3), 297-317.
Nespor, J. K. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317-328.
Olson, J. K., & Appleton, K. (2006). Considering curriculum for elementary science methods courses. In K. Appleton (Eds.), Elementary science teacher education: International perspectives on contem-porary issue and practice (pp. 127-152). Mahwah, NJ: Erlbaum.
Pajares, M. F. (1992). Teachers` beliefs and educational research: Cleaning up a messy construct. Review of educational research, 62(3), 307.
Porter, A. C., & Freeman, D. J. (1986). Professional orientations: An essential domain for teacher testing. Journal of Negro Education, 55, 284-292.
Pridemore, D. R., & Klein, J. D. (1991). Control of feedback in computer-assisted instruction. Educational Technology Research and Development, 39(4), 27-32.
Raths, J. (2001). Teachers’ beliefs and teaching beliefs. Early childhood research and practice, 3(1), 1-10.
Richardson, V. (1998). How Teachers Change? Focus on basics, 2, 7-11.
Richardson, V., Anders, P., Tidwell, D., & Lloyd, C. (1991). The relationship between teachers` beliefs and practices in reading comprehension instruction. American Educational Research Journal, 28(3), 559-586.
Rokeach, M. (1968). Beliefs, attitudes, and values: A theory of organization and change. San Francisco: Jossey-Bass.
Samuelowicz, K., & Bain, J. D. (2001). Revisiting academics` beliefs about teaching and learning. Higher Education, 41, 299-325.
Sawyer, R. K. (2004). Creative teaching: Collaborative discussion as disciplined improvisation. Educational Researcher, 33(2), 12-20.
Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith (Eds.), Liberal education in a knowledge society (pp. 67-98). Chicago: Open Court.
Scardamalia, M. (2003). Knowledge building environments: Extending the limits of the possible in education and knowledge work. In A. DiStefano, K. E. Rudestam, & R. Silverman (Eds.), Encyclopedia of distributed learning (pp. 269-272). Thousand Oaks, CA: Sage Publications.
Scardamalia, M. (2004). CSILE/Knowledge Forum®. In Education and technology: An encyclopedia (pp. 183-192). Santa Barbara: ABC-CLIO.
Scardamalia, M., & Bereiter, C. (1999). Schools as knowledge building organizations. In D. Keating & C. Hertzman (Eds.), Today’s children, tomorrow’s society: The developmental health and wealth of nations (pp. 274-289). New York: Guilford.
Scardamalia, M., & Bereiter, C. (2003). Knowledge building. In Encyclopedia of Education (2nd ed., pp. 1370-1373). New York: Macmillan Reference, USA.
Scardamalia, M., & Bereiter, C. (2006). Knowledge building: Theory, pedagogy, and technology. In K. Sawyer (Eds.), Cambridge Handbook of the Learning Sciences (pp. 97-118). New York: Cambridge University Press.
Schaefer, K. M., & Zygmont, D. (2003). Analyzing the teaching style of nursing faculty: Does it promote a student-centered or teacher-centered learning environment? Nursing Education Perspectives, 24(5), 238-245.
Schuh, K. L. (2004). Learner-centered principles in teacher-centered practices? Teaching and Teacher Education, 20(8), 833-846.
Schwartz, D. L., Brophy, S., Lin, X., & Bransford, J. D. (1999). Software for managing complex learning: Examples from an educational psychology course. Educational Technology Research and Development, 47(2), 39-59.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(1), 4-14.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard educational review, 57(1), 1-23.
Sternberg, R. J., & Lubart, T. I. (1999). The concept of creativity: Prospects and paradigms. In R. J. Sternberg (Eds.), Handbook of creativity (pp. 3-15). New York: Cambridge University Press.
Stuart, C., & Thurlow, D. (2000). Making It their own: Preservice teacher‘s experiences, beliefs, and classroom practices. Journal of Teacher Education, 51(2), 113-121.
Tsai, C. C. (2002). Nested epistemologies: science teachers` beliefs of teaching, learning and science. International journal of science education, 24(8), 771-783.
Tobin, K., & Dawson, G. (1992). Constraints to curriculum reform: Teachers and the myths of schooling. Education Technology Research and Development, 40(1), 81-92.
Tobin, K., & McRobbie, C. J. (1996). Cultural myths as constraints to the enacted science curriculum. Science Education, 80(2), 223-241.
Van Driel, J. H., Verloop, N., Van Werven, H., & Dekkers, H. (1997). Teachers` craft knowledge and curriculum innovation in higher engineering education. Higher Education, 34(1), 105-122.
Van Driel, J. H., Beijaard, D., & Verloop, N.(2001). Professional development and reform in science education: The role of teachers` practical knowledge. Journal of research in science teaching, 38(2), 137-158.
Wilson, S. M. (1990). The secret garden of teacher education. Phi Delta Kappan, 72, 204-209.
Yilmaz-Tuzun, O. (2008). Preservice elementary teachers’ beliefs about science teaching. Journal of Science Teacher Education, 19, 183-204.
Zhang, J., Hong, H. Y., Scardamalia, M., Teo, C., & Morley, E. (2011). Sustaining knowledge building as a principle-based innovation at an elementary school. Journal of the Learning Sciences, 20(2), 262-307.
描述 碩士
國立政治大學
教育研究所
99152005
100
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0991520051
資料類型 thesis
dc.contributor.advisor 洪煌堯zh_TW
dc.contributor.advisor Hong, Huang Yaoen_US
dc.contributor.author (Authors) 張芷瑄zh_TW
dc.contributor.author (Authors) Chang, Chih Hsuanen_US
dc.creator (作者) 張芷瑄zh_TW
dc.creator (作者) Chang, Chih Hsuanen_US
dc.date (日期) 2011en_US
dc.date.accessioned 30-Oct-2012 11:33:23 (UTC+8)-
dc.date.available 30-Oct-2012 11:33:23 (UTC+8)-
dc.date.issued (上傳時間) 30-Oct-2012 11:33:23 (UTC+8)-
dc.identifier (Other Identifiers) G0991520051en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/54725-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 教育研究所zh_TW
dc.description (描述) 99152005zh_TW
dc.description (描述) 100zh_TW
dc.description.abstract (摘要) 在知識急速進步與變動的時代，知識共享與共構是未來的新趨勢。傳統師資培育偏重理論與知識傳遞的教學方式，固然有其優點，但面對未來知識社會的挑戰，師培課程也需要不斷進行反思與改進。為了改善傳統偏重知識傳遞的教學模式，本研究嘗試運用知識翻新(knowledge-building)理論於師資培育課程，並使用知識論壇平台(Knowledge Forum©)作為本課程的線上輔助學習環境。研究目的在讓師培生於課堂中實際進行體驗教學，並利用教室與線上知識論壇的學習環境進行大量教學反思，以期能幫助師培生發展更多元創新的教學信念，並且實踐於教學活動中。
研究對象為修習國民小學自然科教材教法的28位師資培育生，以個案研究法進行資料的蒐集和分析，資料包括：(1)整學期師培生在知識論壇平台上的互動與對話--使用知識論壇分析工具(Analytic Toolkit, ATK)計算學生於知識論壇平台進行知識建構的互動次數，亦使用社會網絡分析軟體(social network analysis)分析閱讀與回文訊息的流通情況，最後透過知識論壇學生的實際貼文內容，呈現師培生在平台上的互動情形；(2)師培生試教結束後在知識論壇的教學回饋內容--透過對教學回饋品質與教學回饋信念的質性編碼和兩階段相依樣本t考驗進行分析；(3)期初與期末的自我檢核表問卷--以質性分析軟體Nvivo進行開放式編碼，依據師培生對於問題的陳述內容進行編碼和兩階段相依樣本t考驗；(4)期初與期末的教學本質問卷--以質性分析軟體Nvivo進行編碼，依據師培生對開放性問題的陳述內容進行編碼和兩階段相依樣本t考驗；(5)期末試教反思問卷--計算師培生在試教活動中，教師中心與學生中心活動所佔時間的百分比，進行兩階段相依樣本t考驗，並根據師培生在教學設計、教法、教材和評量的反思內容，以貼文為分析單位，進行編碼和描述性統計。
研究結果顯示：(1)使用知識論壇平台有助師培生進行線上知識分享與自我反思；(2)透過知識翻新學習可以幫助師培生改進教學的回饋品質；(3)經由知識翻新學習讓師培生進行自我反思，可以幫助教學實務知識的發展；(4)經由知識翻新學習可以幫助師培生建立主動學習的教學信念；(5)讓師培生經由實際體驗教學與省思後，需要有更長的時間進行信念的內化，才能有效幫助師培生教學信念的實踐。
根據本研究結果，提出以下幾點建議供未來師資教育之參考：(1)教師可善用數位學習平台（如知識論壇）以輔助教學，促進學生想法的分享和改進；(2)營造開放自主的師資培育環境，可以建構多元的教學信念；(3)師資培育課程應提供更多實際體驗教學的機會，讓師培生檢視自我如何將教學信念付諸實踐；(4)課程革新應進一步思考如何促進教師教學信念與課程理念間的聯結，以協助教師在教學現場有效的落實課程。		zh_TW
dc.description.abstract (摘要) We are entering into a knowledge age, during which knowledge changes rapidly; accordingly, sustained knowledge sharing and constructing is essential. Although the traditional teacher education--that tends to emphasize more of the learning of educational theory than practical knowledge--has its advantage, teacher educators still need to reflect on and improve teacher preparation approaches continuously in order to face the challenge in the knowledge society. To this end, this study employed knowledge-building theory and Knowledge Forum© technology in a teacher education course. The purpose of this study was to help teacher-education students develop more informed science teaching beliefs by guiding them to effectively practice their teaching in classes, and to discuss and reflect on their teaching both in class and online.
Participants were 28 teacher-education students who took a course about science teaching. Data sources (and analysis) mainly came from: (1) Teacher-education students’ interaction and discourse on Knowledge Forum (KF) (using the Analytic Toolkit to calculate the students’ frequency of activities on the KF platform; then, social network analysis was used to analyze the betweenness centrality and network density. Finally, examples of teacher-education students’ notes was analyzed to understand the interaction of teacher-education students in the KF platform); (2) Teacher-education students’ teaching feedback posted in Knowledge Forum (based on students’ answers, quantitative analysis was performed by means of paired-sample t tests); (3) An open-ended questionnaire that surveyed teacher-education students’ practical knowledge at the beginning and the end of semester was coded using key concepts as unit of analysis (quantitative analysis was performed via paired-sample t test); (4) A questionnaire with 6 open-ended questions that surveyed teacher-education students’ teaching beliefs at the beginning and the end of the semester was coded (quantitative analysis was performed via paired-sample t tests); (5) A questionnaire that surveys teacher-education students’ reflection on teaching practices (analysis was done by calculating the percentage of time on teacher-centered and student-centered teaching/learning activities using paired-sample t tests; and in addition, students’ texted answers were analyzed qualitatively).
The results showed that: (1) using Knowledge Forum was helpful for teacher-education students’ sharing of their knowledge and reflection on their teaching; (2) Engaging in knowledge building could help improve teacher-education students’ teaching feedback quality; (3) Engaging in knowledge building could help teacher-education students’ development of their practical knowledge; (4) After engaging in knowledge building for a semester, teacher-education students developed more constructivist-oriented learning beliefs; (5) It was time-consuming to help teacher-education students develop more informed teaching beliefs.
Building on the results, this study made the following suggestions: (1) Teachers should make good use of online learning platforms (e.g., Knowledge Forum) to facilitate students’ idea sharing and improvement; (2) Teacher education programs should help foster an open learning environment, in order to foster the development of multiple teaching beliefs; (3) Teacher education programs should provide teacher education students with more opportunities for teaching practice and for reflection on their teaching beliefs; and (4) Curriculum reform should try to better relate curriculum development and teachers` beliefs development.		en_US
dc.description.tableofcontents 謝誌 i
摘要 iii
Abstract v
目錄 viii
表目錄 ix
圖目錄 x
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與待答問題 4
第三節 重要名詞釋義 6
第四節 研究範圍與限制 7
第二章 文獻探討 9
第一節 教師的實務知識 9
第二節 教師的教學信念與實踐13
第三節 知識翻新 17
第四節 知識論壇 20
第三章 研究方法與實施 26
第一節 研究設計 26
第二節 教學設計 26
第三節 實施程序 35
第四節 資料蒐集與分析 37
第四章 研究結果與討論 50
第一節 師培生在知識論壇上的互動歷程 50
第二節 師培生教學回饋趨勢分析 57
第三節 師培生實務知識的發展 61
第四節 師培生教學信念的改變 64
第五節 師培生期末試教反思 66
第六節 綜合討論 75
第五章 結論與建議 78
第一節 結論 78
第二節 建議 83
參考書目 88		zh_TW
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0991520051en_US
dc.subject (關鍵詞) 師培生zh_TW
dc.subject (關鍵詞) 實務知識zh_TW
dc.subject (關鍵詞) 教學信念zh_TW
dc.subject (關鍵詞) 知識翻新zh_TW
dc.subject (關鍵詞) 知識論壇zh_TW
dc.subject (關鍵詞) teacher-education studentsen_US
dc.subject (關鍵詞) practical knowledgeen_US
dc.subject (關鍵詞) teaching beliefsen_US
dc.subject (關鍵詞) knowledge buildingen_US
dc.subject (關鍵詞) Knowledge Forumen_US
dc.title (題名) 知識翻新學習對師培生教學信念與實務知識之影響zh_TW
dc.title (題名) Effects of knowledge building on teacher-education students’ teaching beliefs and practical knowledgeen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) 方吉正（1998）。教師信念研究之回顧與整合—六種研究取向。教育資料與研究，20，36-44。
王秀惠，蔣佳玲（2004）。高雄縣國小自然與生活科技領域教師教學信念與教學行為之相關研究。科學教育研究與發展季刊，37，67-79。
王恭志（2000）。教師教學信念與教學實務之探析。教育研究資訊，8(2)，84-98。
吳明隆，陳火城（2007）。高雄市國小教師數學教學信念與自我知覺教學效能關係之研究。學校行政，48，113-132。
李源順（2005）。學生教師運用知識庫學習數學教學：理論與實務的連結。科學教育學刊，13(1)，53-70。
李麗君（2005）。師資培育在改變師資生教學信念上之意義及其困難與挑戰。教育資料與研究，62，134-144。
李麗君（2006）。檢視師資生教學信念與其實踐之方案實施與成效。國立台北教育大學學報，19(1)，39-62。
邱憶惠，高忠增（2003）。教師知識之個案研究。台中教育學報，17(2)，91-112。
教育部（2003）。創造力教育白皮書：打造創造力國度。台北：教育部。
教育部（2008）。教育部中小學資訊教育白皮書。台北：教育部。
陳國泰（1999）。國小初任教師實際知識的發展之研究（未出版之碩士論文）。國立高雄師範大學，高雄市。
陳國泰（2000）。析論教師的實際知識。教育資料與研究，34，47-64。
陳國泰（2003a）。國小初任教師實際知識的發展之個案研究。國民教育研究學報，10，77-102。
陳國泰（2003b）。教師的實際知識及其對師資培育的啟示。教育研究，11，181-192。
黃騰，蔡小婷（2010）。從師資培育之研究看教師發展中心之定位。卓越教學學術研討會，宜蘭市晶英酒店。
Beijaard, D., & Verloop, N. (1996). Assessing teachers` practical knowledge. Studies in Educational Evaluation, 22, 275-286.
Bereiter, C. (2002). Education and mind in the knowledge age. Mahwah, NJ: Lawrence Erlbaum Associates.
Carter, K. (1990). Teachers’ knowledge and learning to teach. In W. R. Houston (Eds.), Handbook of research on teacher education (pp. 291-310). New York: Macmillan.
Carter, K. (1992). Creating cases for the development of teacher knowledge, in T. Russell, and H. Munby (Eds.), Teachers and teaching: From classroom to reflection (pp. 109-123). London: Falmer Press.
Chai, C. S., Hong, H. Y., & Teo, T. (2009). Singaporean and Taiwanese pre-service teachers` beliefs and their attitude towards ICT use: A comparative study. The Asia-Pacific Educational Researcher, 18(1), 117-128.
Chang, Y. H., & Hong, H. Y. (2011). Facilitating belief change among prospective science teachers through knowledge building. Inciting the Social Imagination: Education Research for the Public Good. 2011 American Educational Research Association (AERA), New Orleans.
Clark, C. M., & Peterson, P. L. (1986). Teachers’ thought processes. In M. Wittrock (Eds.), Handbook of research in teaching (pp. 255-296). New York: MacMillan.
Cuban, L. (1983). How did teachers teach, 1890-1980. Theory Into Practice, 22(3), 160-165.
Dempsey, J. V., Driscoll, M. P., & Swindell, L. K. (1993). Text-based feedback. In J. V. Dempsey, & G. C. Sales (Eds.), Interactive instruction and feedback (pp. 21-54). Englewood Cliffs, NJ: Educational Technology Publications.
Dexter, S. L., Anderson, R. E., & Becker, H. J. (1999). Teachers’ views of computers as catalysts for changes in their teaching practice. Journal of Research on Computing in Education, 31(3), 221-239.
Dias, L. B. (1999). Integrating technology: some things you should know. Learning & Leading with Technology, 27(3), 10-13.
Duffee, L., & Aikenhead, G. (1992). Curriculum change, student evaluation, and teacher practical knowledge. Science Education, 76(5), 493-506.
Elbaz, F. (1983). Teacher thinking: A study of practical knowledge. London: Croom Helm.
Entwistle, N., Skinner, D., Entwistle, D., & Orr, S. (2000). Conceptions and beliefs about "good teaching:" An integration of contrasting research areas. Higher Education Research & Development, 19(1), 5-26.
Fairbanks, C. M., Duffy, G. G., Faircloth, B. S., He, Y., Levin, B., Rohr, J., & Stein, C. (2010). Beyond knowledge: Exploring why some teachers are more thoughtfully adaptive than others. Journal of Teacher Education, 61(1-2), 161-171.
Gholami, K., & Husu, J. (2010). How do teachers reason about their practice? Representing the epistemic nature of teachers’ practical knowledge. Teaching and Teacher Education, 26(8), 1520-1529.
Grossman, P. (1995). Teachers’ knowledge. In L. Anderson (Eds.), International encyclopedia of teaching and teacher education (2nd ed., pp. 20-24). Cambridge: Cambridge University Press.
Grossman, P. L., Wilson, S. M., & Shulman, L. S. (1989). Teachers of substance: Subject matter knowledge for teaching. In M. C. Reynolds (Eds.), Knowledge base for the beginning teacher (pp. 23-36). Oxford, UK: Pergamon Press.
Hargreaves, D. H. (1999). The knowledge-creating school. British Journal of Educational Studies, 47(2), 122-144.
Hollingsworth, S. (1989). Prior beliefs and cognitive change in learning to teach. American Educational Research Journal, 26, 160-189.
Hong, H. Y., Chen, F. C., Chai, C. S., & Chan, W.C. (2011). Teacher-education students’ views about knowledge building theory and practice. Instructional Science, 39(4), 467-482.
Hong, H. Y., & Lin, S. P. (2010). Teacher-Education Students` Epistemological Belief Change through Collaborative Knowledge Building. The Asia-Pacific Education Researcher 19(1), 99-110.
Hong, H. Y., Scardamalia, M., Messina, R., & Teo, C. L. (2008). Principle-based design to foster adaptive use of technology for building community knowledge. In G. Kanselaar, V. Jonker, P. A. Kirschner, & F. J. Prins (Eds.), International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences - ICLS 2008, (Vol. 1, pp. 374-381). Utrecht, The Netherlands: International Society of the Learning Sciences, Inc.
Hong, H. Y., & Sullivan, F. R. (2009). Towards an idea-centered, principle-based design approach to support learning as knowledge creation. Educational Technology Research & Development, 57(5), 613-627.
Hong, H. Y., Zhang, J., Teo, C. L., & Scardamalia, M. (2009). Towards design-based knowledge-building practices in teaching. In C. O`Malley, D. Suthers, P. Reimann, A. Dimitracopoulou (Eds.), Computer supported collaborative learning practices: CSCL2009 Conference proceedings (pp. 257-261). Rhodes, Greece: International Society of the Learning Sciences, Inc.
Horng, J. S., Hong, J. C., ChanLin, L. J., Chang, S. H., & Chu, H. C. (2005). Creative teachers and creative teaching strategies. International Journal of Consumer Studies, 29(4), 352-358.
Hsieh, I., Gloria, L., & O`Neil, H. F. (2002). Types of feedback in a computer-based collaborative problem-solving group task. Computers in Human Behavior, 18(6), 699-715.
Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27(1), 65-90.
Kubiatko, M., & Vlckova, K. (2010). The relationship between ICT use and science knowledge for Czech students: A secondary analysis of PISA 2006. International Journal of Science and Mathematics Education, 8(3), 523-543.
Lakkala, M., Lallimo, J., & Hakkarainen, K. (2005). Teachers` pedagogical designs for technology-supported collective inquiry: A national case study, Computers & Education, 45(3), 337-356.
Lin, K. Y., & Hong, H. Y. (2012). Student perceptions of learning in Knowledge Forum as a CSCL environment. CSCL & AIED SIG, Taiwan CSCL & AIED SIG Workshop 2012, Howard lake resort shihmen dam.
McCombs, B. L. (1997). Self-assessment and reflection: tools for promoting teacher changes toward learner-centered practices. National Association of Secondary School Principals Bulletin, 81, 1-14.
McCombs, B. L., & Whisler, J. S. (1997). The learner-centered classroom and school: strategies for increasing student motivation and achievement. San Francisco: Jossey-Bass.
Morton, T., & Gray, J. (2010). Personal practical knowledge and identity in lesson planning conferences on a pre-service TESOL course. Language Teaching Research, 14(3), 297-317.
Nespor, J. K. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317-328.
Olson, J. K., & Appleton, K. (2006). Considering curriculum for elementary science methods courses. In K. Appleton (Eds.), Elementary science teacher education: International perspectives on contem-porary issue and practice (pp. 127-152). Mahwah, NJ: Erlbaum.
Pajares, M. F. (1992). Teachers` beliefs and educational research: Cleaning up a messy construct. Review of educational research, 62(3), 307.
Porter, A. C., & Freeman, D. J. (1986). Professional orientations: An essential domain for teacher testing. Journal of Negro Education, 55, 284-292.
Pridemore, D. R., & Klein, J. D. (1991). Control of feedback in computer-assisted instruction. Educational Technology Research and Development, 39(4), 27-32.
Raths, J. (2001). Teachers’ beliefs and teaching beliefs. Early childhood research and practice, 3(1), 1-10.
Richardson, V. (1998). How Teachers Change? Focus on basics, 2, 7-11.
Richardson, V., Anders, P., Tidwell, D., & Lloyd, C. (1991). The relationship between teachers` beliefs and practices in reading comprehension instruction. American Educational Research Journal, 28(3), 559-586.
Rokeach, M. (1968). Beliefs, attitudes, and values: A theory of organization and change. San Francisco: Jossey-Bass.
Samuelowicz, K., & Bain, J. D. (2001). Revisiting academics` beliefs about teaching and learning. Higher Education, 41, 299-325.
Sawyer, R. K. (2004). Creative teaching: Collaborative discussion as disciplined improvisation. Educational Researcher, 33(2), 12-20.
Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith (Eds.), Liberal education in a knowledge society (pp. 67-98). Chicago: Open Court.
Scardamalia, M. (2003). Knowledge building environments: Extending the limits of the possible in education and knowledge work. In A. DiStefano, K. E. Rudestam, & R. Silverman (Eds.), Encyclopedia of distributed learning (pp. 269-272). Thousand Oaks, CA: Sage Publications.
Scardamalia, M. (2004). CSILE/Knowledge Forum®. In Education and technology: An encyclopedia (pp. 183-192). Santa Barbara: ABC-CLIO.
Scardamalia, M., & Bereiter, C. (1999). Schools as knowledge building organizations. In D. Keating & C. Hertzman (Eds.), Today’s children, tomorrow’s society: The developmental health and wealth of nations (pp. 274-289). New York: Guilford.
Scardamalia, M., & Bereiter, C. (2003). Knowledge building. In Encyclopedia of Education (2nd ed., pp. 1370-1373). New York: Macmillan Reference, USA.
Scardamalia, M., & Bereiter, C. (2006). Knowledge building: Theory, pedagogy, and technology. In K. Sawyer (Eds.), Cambridge Handbook of the Learning Sciences (pp. 97-118). New York: Cambridge University Press.
Schaefer, K. M., & Zygmont, D. (2003). Analyzing the teaching style of nursing faculty: Does it promote a student-centered or teacher-centered learning environment? Nursing Education Perspectives, 24(5), 238-245.
Schuh, K. L. (2004). Learner-centered principles in teacher-centered practices? Teaching and Teacher Education, 20(8), 833-846.
Schwartz, D. L., Brophy, S., Lin, X., & Bransford, J. D. (1999). Software for managing complex learning: Examples from an educational psychology course. Educational Technology Research and Development, 47(2), 39-59.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(1), 4-14.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard educational review, 57(1), 1-23.
Sternberg, R. J., & Lubart, T. I. (1999). The concept of creativity: Prospects and paradigms. In R. J. Sternberg (Eds.), Handbook of creativity (pp. 3-15). New York: Cambridge University Press.
Stuart, C., & Thurlow, D. (2000). Making It their own: Preservice teacher‘s experiences, beliefs, and classroom practices. Journal of Teacher Education, 51(2), 113-121.
Tsai, C. C. (2002). Nested epistemologies: science teachers` beliefs of teaching, learning and science. International journal of science education, 24(8), 771-783.
Tobin, K., & Dawson, G. (1992). Constraints to curriculum reform: Teachers and the myths of schooling. Education Technology Research and Development, 40(1), 81-92.
Tobin, K., & McRobbie, C. J. (1996). Cultural myths as constraints to the enacted science curriculum. Science Education, 80(2), 223-241.
Van Driel, J. H., Verloop, N., Van Werven, H., & Dekkers, H. (1997). Teachers` craft knowledge and curriculum innovation in higher engineering education. Higher Education, 34(1), 105-122.
Van Driel, J. H., Beijaard, D., & Verloop, N.(2001). Professional development and reform in science education: The role of teachers` practical knowledge. Journal of research in science teaching, 38(2), 137-158.
Wilson, S. M. (1990). The secret garden of teacher education. Phi Delta Kappan, 72, 204-209.
Yilmaz-Tuzun, O. (2008). Preservice elementary teachers’ beliefs about science teaching. Journal of Science Teacher Education, 19, 183-204.
Zhang, J., Hong, H. Y., Scardamalia, M., Teo, C., & Morley, E. (2011). Sustaining knowledge building as a principle-based innovation at an elementary school. Journal of the Learning Sciences, 20(2), 262-307.		zh_TW