國中生物教師資訊行為之研究

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재석 어금
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1 The Advanced Study of Information Behavior of Biology Teachers in Junior High School Chih-Ping Lan Biology Teacher, Houlung Junior High School, MiaoLi, Taiwan Yung-Ta Chang Associate Professor, Department of Biology, National Taiwan Normal University (Keywords)(Information Behavior)(Biology Teachers) Information SourcesInformation Need (Instructional Representation)Teachers Knowledge Abstract This study aims to explore the information behavior of biology teachers in junior high school. Semi-structured interview and classroom observation data of seven biology teachers in junior high school were collected and analyzed by using the grounded theory. Results show that biology teachers would access information from outside information sources and inside experience sources. Their information need includes information of conceptual representation, students, subject matter, pedagogical content, 28(2)01 101

tw (Keywords)(Information Behavior)(Biology Teachers) Information SourcesInformation Need (Instructional Representation)Teachers Knowledge Abstract This study aims to explore the information behavior

2 general pedagogy, general instructional context, and special experience. It was also found that teacher himslef, students, and instructional context would be the activating and intervening factors of teacher s information behavior. Achieving the teaching goals, biology teachers would exhibit their information behavior to deal with instructional representation. That is, they would organize outside information and their knowledge to transform subject matter knowledge into the appropriate instructional representation. Finally, some suggestions were made for the promotion of the design of information service systems. 了行來類行了行來類類行行來行論理論立 Wilson1997Wilson 1999Ellis1989Ellis, Cox, Hall1993EllisHaugan1997 不領行異行不異行不 1997 說不行省便歷歷說了行歷藍 2001 歷行理省不領行異說不歷不行行理識連串識 Shulman1987 列識識識識識識識歷識 Elbaz1983 識 teacher practical knowledge 識 rules of practicepractical principlesimage 識來來來 McDiarmidBallAnderson 若行來來來歷練省來理參參練練歷來參路聯聯 Grossman & Richert1988 McDiarmidBall Anderson1989 林劉麗玲 Journal of Library and Information Science Oct, 2002

Achieving the teaching goals, biology teachers would exhibit their information behavior to deal with instructional representation.

3 識來來不來識歷練識歷來說行理識來類行行北不立便利力異例量年 1 年 24 年不不料見 1 年老歷了行見來 2 路來來料了歷來了理論立 D8 行錄行行行老索料論了來料行行論了不料理論錄行聆錄錄讀行念立念類類論行 28(2)01-13(

4 1 料 T01 T02 T03 T04 T05 T06 T07 年行老理參理數理理理理樂路率 1-2/ 3-4/ 1-2/ 1/ 1-2/ 0 1-2/ 2 來 T01 T02 T03 T04 T05 T06 T07 1 路路路參 2 路路 3 路 4 路 5 4 Journal of Library and Information Science Oct, 2002

5 5 1 率 1-2/ 3-4/ 1-2/ 1/ 1-2/ 0 1-2/ 2 來 T01 T02 T03 T04 T05 T06 T07

5 3 來來來類例行立路老老行立 2 理來流林林留參 1 年 2 3 路 1 2 路 bbs CCDpH 來錄數 VCDDVD 來量錄參說領 1 2 論 28(2)01-13(

6 來 1 歷參 3 4 歷 1 類念路 2 理靈歷歷 1 行行歷歷類行行行 3 路歷路領行不理理 2 參歷參車識旅不不不省理歷來來類省理省歷省理省度若更索理理論什理流了良不不流不靈 6 Journal of Library and Information Science Oct, 2002

7 4 類念類例念念念念念來念理念念類念泌類理不易念不易理不念不了易念念念類念念念念識理錄念類念說例說說類說說念說說論說數說說說說理說練論類 28(2)01-13(

8 5 行類例流不便老女力連不理度異不易理念不了 1 不量 2 行行聯參理參參參 3 行度 6 行類例念度力識不力度老老 1 度不數 2 行度度易數 3 度度狀路 8 Journal of Library and Information Science Oct, 2002

9 來兩類來來來來路來六來理靈 3 來類念 4 行來行 5 行來行 6 來論度林玲 1999 來論料年了行理來來路路類見 Brown Duguid2001 路 networks of practicecommunities of practice 識路路切 Smylie(1989) 識來切來說流類 Shulman1987 識不念異說了識來了念 Cochran et al instructional representation 來例類例說了 Shulman1986 行 transformation 念若行例來說說說類歷類例來行參旅行說來年不行例行了行流靈來來理度流參流省理 Shulman1987 Duffee & Aikenhead1992Johnston1994 玲 1993 見行 28(2)01-13(

10 不 1999 Wilson1997 Wilson 1999 了行易行不說了歷不行省行來便來說了路參不便來念利立路流參類來異便切立立北參玲 1993 北立論 () 1999 數北立論林 (1994) 北立論 () 林玲 1999 立行北立論 1997 立北 1996 識立論 2000 識識例立論 1996 數識立論 () 1997 理北劉麗玲 2000 理立藍 2001 歷行 Brown, J. S. & Duguid, P.2000 了什北 2001 Cochran, K. F., King, R. A., DeRuiter, J. A. (1991). Pedagogical content knowledge: A tentative model for teacher preparation.eric Reproduction Document No. ED Duffee, L. & Aikenhead, G. (1992). Curriculum change, student evaluation, and teacher practical knowledge. Science Education, 76(5), Elbaz, F. (1983). Teacher thinking: A study of practical Knowledge. New York: Nichols. Ellis, D.1989.A behavioural approach to information retrieval system design. Journal of Documentation. 45(3), Ellis, D., Cox, D. & Hall, K. (1993). A comparison of the information-seeking patterns of researchers in the physical and social sciences. Journal of Documentation, 49(4), Ellis, D. & Haugan, M. (1997). Modeling the information seeking patterns of engineers and research scientists in a industrial environment. Journal of Documentation. 53(4), Grossman, P. L.& Richert, A.E.(1988) Unacknowledged knowledge growth: a reexamination of the effects of teacher education. Teaching & Teacher Education, 4(1), Johnston, S. (1994). Experience is the best teacher; or is it? An analysis of the role of experience in learning to teach. Journal of Teacher Education, 45(3), McDiarmid, G. W., Ball, D. L. & Anderson, C. W. (1989).Why staying one chapter ahead doesn t really work: subject-specific pedagogy.(eric document reproduction service No. ED ). Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), Shunman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, Smylie, M. A. (1989). Teachers view of the effectiveness of sources of learning to teach. Elementary School Journal, 89(5), Wilson, T. D. (1997). Information behavioran interdisciplinary perspective. Information Processing & Management, 33 (4), Wilson, T. D. (1999). Models of information behaviour research. Journal of Documentation, 55(3), Journal of Library and Information Science Oct, 2002

Pedagogical content knowledge: A tentative model for teacher preparation.eric Reproduction Document No. ED 340 683. Duffee, L. & Aikenhead, G. (1992).

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