A Case Study of the Integrated Mechanism of Science Teachers’ Pedagogical Content Knowledge
本研究探討兩位國小科學教師學科教學知識（PCK）之融合機制（Mechanism）。結果顯示PCK 之融合是以教師的學科信念為核心概念（Basic Concept），將學科知識與領域相關知識融合形成。融合過程分別是：學科內容知識與真實情境結合產生實質結構知識（Substantive Structure）的執行（Manipulation）階段；新知識運用在探究與實驗獲得新的章法結構知識（SubsyntacticStructure）的科學能力（Scientific Ability）階段；最後科學教師對學科領域知識有了個人專屬的情意與評鑑，產生新的學科信念進入轉化（Transformation）階段。本研究得知：以學科信念為核心概念（Basic Concept）有助於新進科學教師建構屬於自己的「B.M.S.T 學科教學知識融合模式」。最後針對科學教育提出檢討和建議。
The purpose of this study is to investigate the integrated mechanism of two elementary science teachers’ pedagogical content knowledge (PCK). The results indicated that the basic concepts in the integration of PCK were teachers’ beliefs in curriculum， combined with content and domain related knowledge. The integration processes were threefold. The firstwas the “manipulation” phase in which the substantive structure was produced after the combinations of content knowledge and real contexts. Secondly was the “scientific ability”phase in which the new subsyntactic structure was generated due to the applications of novel knowledge in inquiry and experiments. The third was the “transformation” phase in whichpersonal affections and evaluations about content knowledge were emerged and new beliefs in curriculum were evolved. This study concluded that using curriculum as the basic concept is helpful for novice science teachers to construct their own “B.M.S.T. Model” of integratedpedagogical content knowledge. Finally， some implications and suggestions about science education were raised.
|關鍵詞||科學教師、學科教學知識、生命系統、課程模體、science teachers、pedagogical content knowledge、living systems、curriculum matrix|