學習教授小學科學課題的起步點：教師教育課程

本文分析了就讀香港教育學院教師教育證書課程部份學員的經驗。為培育學員教授科學課題，教師教育課程引入了一個專為教授科學課題而設的單元，討論好幾種科學教學方法，尤其是跟建構主義學習觀相符的教授方式。本研究旨在探討學員在三個階段的發展情況，分別為：學習單元前、完成單元後和實習期過後三階段。學員需在每個階段接受訪問，而他們對教授科學課題的看法、作為學校教師的感受以及個人學習教學技巧的經驗等都被收集以作分析之用。綜合資料所得，本文將進一步總結影響學員學習發展的因素。
This paper describes the experience of a group of student-teachers in an initial teacher education programme at the Hong Kong Institute of Education. In preparing the student-teachers to teach science, the programme introduced a module on science teaching that included a discussion of the various approaches to teach science and in particular, teaching science with a constructivist view of learning was discussed. The focus of the study is to look at the development of the student-teachers at three phases: before they took the module on science teaching; after they took the module and after their teaching practice period. The student-teachers were interviewed at the three phases and their views on science teaching; feelings about being a science teacher in school and their own experiences in learning to teach were collected and analysed. Drawing on the findings, the paper concludes with the possible factors that influence the development of the student-teachers as they learn to teach. Copyright © 2002 The Hong Kong Institute of Education.