Title page for etd-1012116-185957


[Back to Results | New Search]

URN etd-1012116-185957
Author Kuay-keng Yang
Author's Email Address No Public.
Statistics This thesis had been viewed 5337 times. Download 0 times.
Department Education
Year 2016
Semester 1
Degree Ph.D.
Type of Document
Language zh-TW.Big5 Chinese
Title Investigating the efficiency of self-organized Professional Learning Community on teachers’ inquiry-based science teaching
Date of Defense 2016-09-08
Page Count 149
Keyword
  • inquiry-based science teaching
  • Leading teacher
  • Context-Based Science Assessment(CBSA)
  • inquiry ability
  • Professional Learning Community (PLC)
  • Abstract The main purposes of this study were to investigate the efficiency of self-organized Professional Learning Community (PLC) on teachers’ professional development (PD) of inquiry-based science teaching (IBST). Two main studies were conducted: Study 1: Observing and interviewing two leading teachers who were self-organized PLC in order to identify the supportive actions and propose a model of teacher professional growth on IBST. Study 2: (a) A group of PLC (including nine teachers) was selected to be observed for their developing and refining progression of contextualized science test items that was investigated through researcher’s field notes on-site observation, verbatim transcription of roundtable discussions, and the draft of context-based science test items; (b) An instrument of context-based science assessment (CBSA) was validated for assessing students’ science competency performance between students who were taught by PLC teachers and non-PLC teachers. (c) Two leading teacher were selected and the instrument of science inquiry test was used for assessing students inquiry ability between experimental group students (two class of fifth grader students who were taught with IBST for 16-weeks IBST; N1 = 21; N2 = 28) and the comparison group students (one class of fifth grader students and one class of sixth grader students who were taught in traditional lecturer instruction; N1 = 25; N2 = 27) via a quasi-experimental study. The results on each study are as follows: Study 1: PLC provides three main supportive resources for community teachers on enhancing teacher’s professional growth:‘External Domain of Inquiry-Based Science Teaching’ (i.e., external source of information or stimuli on IBST’, ‘Practice Domain in class of Inquiry-Based Science Teaching’(i.e., teaching practice of IBST in their own class) and ‘Interaction Domain in community of IBST’(i.e., Interaction with community members); Study2: (a) Reciprocal interaction and collaborative learning are beneficial for PLC teacher on developing and refining CBSA test items via ‘Interaction domain in community of IBST’, and the professional development has gone through three phases of: information stimuli, test items refinement and test items convergence. (b) The independent t-test results showed that there is no significant difference in the scores of CBSA between students of PLC teachers and students of non-PLC teachers. However, the data revealed that leading teacher’s students outperform their counterparts on CBSA. (c)The ANCOVA results reveal that experimental group students outperform their counterparts in inquiry ability. In addition, on-site observation field notes and informal interviews showed that ‘discussion’ and ‘reflections’ were two key features for supporting students on inquiry practices. Meanwhile, the noteworthy finding of “Interaction domain in community of IBST” provides insights into existing literature and highlights the importance of community members’ interaction, sharing, discussion, and reflection on their professional development. The teaching dynamic model of ‘Enhancement IBST’ was constructed as a useful teaching model on science inquiry. With the aforementioned findings, the implication of the study will be addressed.
    Advisory Committee
  • Zuway-R, Hong - chair
  • Sung-Tao, Lee - co-chair
  • Jeng-fung, Hung - co-chair
  • Tzu-Hua, Wang - co-chair
  • Jing-Ru,Wang - co-chair
  • Wei-Ping, Hu - co-chair
  • Huann-shyang, Lin - advisor
  • Files
  • etd-1012116-185957.pdf
  • Indicate in-campus at 5 year and off-campus access at 5 year.
    Date of Submission 2016-11-15

    [Back to Results | New Search]


    Browse | Search All Available ETDs

    If you have more questions or technical problems, please contact eThesys