分享创意教学的体会

1、分享創意教學的體會分享創意教學的體會 林宏一林宏一國立臺南大學材料科學系國立臺南大學材料科學系( (原自然科學教育系原自然科學教育系) )分享內容分享內容n以問題導向學習模式提昇教師創造力以問題導向學習模式提昇教師創造力 n另類的協同教學另類的協同教學n奈米研究的歷程奈米研究的歷程n結語結語以問題導向學習模式提昇職前教師創以問題導向學習模式提昇職前教師創造力造力 目的在於訓練職前教師深入理解、目的在於訓練職前教師深入理解、體驗創造力的內涵與激發過程，藉體驗創造力的內涵與激發過程，藉以提昇其科學創造力。以提昇其科學創造力。 以問題導向學習模式提昇教師創造力以問題導向學習模式提昇教師創造力研究對象

2、：研究對象： n台南師院進修部國小師資班選修自然科學概台南師院進修部國小師資班選修自然科學概論的學生論的學生n學生人數共學生人數共94人，研究中依據學生所選修之課人，研究中依據學生所選修之課目來區分成實驗組與對照組目來區分成實驗組與對照組n實驗組學生有實驗組學生有48位，以十小組進行問題導向學位，以十小組進行問題導向學習習n其餘其餘46位學生屬控制組，進行以講授方式為主位學生屬控制組，進行以講授方式為主之傳統教學之傳統教學問題導向學習主題：問題導向學習主題： n動物飲水器的水為何會自動填動物飲水器的水為何會自動填充？充？n如何把瓶子下面的紙張抽出？如何把瓶子下面的紙張抽出？n燈泡的電流為何不遵

3、守歐姆定燈泡的電流為何不遵守歐姆定律？律？n線圈在對稱的磁場中為何能不線圈在對稱的磁場中為何能不停的轉動（簡易電動機實驗）？停的轉動（簡易電動機實驗）？以問題導向學習模式提昇教師創造力以問題導向學習模式提昇教師創造力如何把瓶子下面的紙張抽出？如何把瓶子下面的紙張抽出？水多還是水少較不會倒？水多還是水少較不會倒？瓶子先往前還是先往後晃？瓶子先往前還是先往後晃？摩擦力？摩擦力？力矩？力矩？為何快抽才不會倒？為何快抽才不會倒？以問題導向學習模式提昇教師創造力以問題導向學習模式提昇教師創造力教師角色：教師角色： n不再是主導不再是主導n不提供解答不提供解答n不斷以問題引導學生的學習不斷以問題引導學生的

4、學習n引導提出假設、觀察、實驗、分析、作結論引導提出假設、觀察、實驗、分析、作結論n不斷鼓勵不斷鼓勵以問題導向學習模式提昇教師創造力以問題導向學習模式提昇教師創造力晤談結果：晤談結果： n多數學生有相類似的成長多數學生有相類似的成長/學習歷程，一開始學習歷程，一開始時不太適應老師權威的遷移至學生，與不時不太適應老師權威的遷移至學生，與不適應老師不再直接傳授標準答案等。適應老師不再直接傳授標準答案等。n學生逐漸意識到自己須負起大部分學習的責任，學生逐漸意識到自己須負起大部分學習的責任，學習多角度、多方位的看待事物，敢於發表自學習多角度、多方位的看待事物，敢於發表自己的看法，想像空間的擴大等。己的

5、看法，想像空間的擴大等。n有些學生並非直接意識到自己創造力提高，但有些學生並非直接意識到自己創造力提高，但卻明顯表現出思考問題的方式改變了。卻明顯表現出思考問題的方式改變了。 以問題導向學習模式提昇教師創造力以問題導向學習模式提昇教師創造力晤談結果：晤談結果： s05:s05:因為老師如果說不會作價值判斷，不會因為老師如果說不會作價值判斷，不會說你錯了，或你這樣不對了，我覺得我們久而說你錯了，或你這樣不對了，我覺得我們久而久之會比較敢講。久之會比較敢講。s01:s01:遇到一個現象，比較能夠從多角度或多遇到一個現象，比較能夠從多角度或多個面向去看，不會說再從單一面向去看個面向去看，不會說再從單

6、一面向去看s05:s05:我覺得一學期下來可以有改變。我覺得想我覺得一學期下來可以有改變。我覺得想法會稍有一點法會稍有一點我覺得起步上會稍有不一樣我覺得起步上會稍有不一樣啦！就是開始會想一些東西，我覺得那是一種啦！就是開始會想一些東西，我覺得那是一種啟發。啟發。以問題導向學習模式提昇教師創造力以問題導向學習模式提昇教師創造力小結小結 n創造力的提升在幾個月內要看到明顯的變化似乎是不創造力的提升在幾個月內要看到明顯的變化似乎是不實際的，但讓學生意識到過去一層不變的思考模式是實際的，但讓學生意識到過去一層不變的思考模式是可以改變的，將有助於開發其創意。可以改變的，將有助於開發其創意。n少數缺乏主動

7、學習之學習者，在不斷面對問題的過程少數缺乏主動學習之學習者，在不斷面對問題的過程中，在沒有明確的標準答案與結果下，顯現出挫折感。中，在沒有明確的標準答案與結果下，顯現出挫折感。因此，問題主題的適切與難易程度至為重要，學生的因此，問題主題的適切與難易程度至為重要，學生的背景程度考量也是不容疏忽。背景程度考量也是不容疏忽。 n此教學模式著重於學習者學習能力與創造力的提升，此教學模式著重於學習者學習能力與創造力的提升，效率上對於知識內容之學習較為薄弱，若能配合傳統效率上對於知識內容之學習較為薄弱，若能配合傳統教學方式進行將更為適切。教學方式進行將更為適切。另類的協同教學另類的協同教學Presente

8、d in The Third International Conference on Science, Mathematics and Technology Education - What a Partner Could Be? -The Significance of Questioning by A Teaching Partner in Collaborative Teaching - What Could Argumentation between Teachers Do in Collaborative Teaching? What a Partner Could Be? The

9、Significance of Questioning by A Teaching Partner in Collaborative TeachingHung-Yi Lin, Chia-Ling Chiang 另類的協同教學另類的協同教學nThe instructor is often too busy with teaching to raise a proper question at a proper time.nWould the teaching-partner play a role between the teacher and students ?nShe/He is the

10、person to question the teacher and the students.What did I do to achieve the idea? nCollaborative teaching /Chiang and Linn“An introduction to the nature of science” nThirteen graduate studentsnThree-hour course / Once every two weeksnThe role of Teaching partnernQuestion, Question, QuestionnWhat ha

11、ve I seen in the class?nWhat are the responses from students?nWhen are good moments for asking questions ?nWhat have we learned?nWhat are the other elements could alter the results?What Could Argumentation between Teachers Do in Collaborative Teaching? Chia-Ling Chiang and Hung-Yi Lin Department of

12、Natural Science EducationIntroduction nBoth for learning and teaching, the word “collaboration” has been a real mantra in education over the last three decades. nGenerally speaking, in a collaborative course, most teachers still more or less teach independently even though a course is so named. n“Co

13、llaborative teaching” seems to imply that teachers should not be dissentient but collaborative.Our PurposesnTo demonstrate the influence of deliberate argumentation between teachers on graduate students nTo show how argumentation between instructors could be an important aspect of collaboration in t

14、eam teaching, which has often been overlooked in the pastThe Way We TriednThe course: A graduate course entitled “An Introduction to the Nature of Science”nThe ways: Two teachers were present in the same class at the same timenSometimes both of us took turns to teach in our specific discipline, as i

15、n traditional team teaching. And, sometimes, when one of us was teaching, another would join in to question or to give another view. Students Responses to Argumentation between Teachersnthe advantage nthe disadvantageEpilogue nArgumentation between teachers may help students learn in many ways. Howe

16、ver, it may also confuse students if teachers argumentation skips subjects too fast for students to follow, or if there is no definite answer. Also they might be uneasy to confront confliction.nSome “negative” behavior on the course, such as argumentation, confliction and debate, is helpful for stud

17、ents in some ways.nArgumentation, confliction or debate are all inextricably linked to expressing ideas and opinions.奈米研究的歷程奈米研究的歷程nPositioning of extended individual DNA molecules on electrodes by non-uniform AC electric fields nDNA as an Electron-Beam Sensitive Reagent for Nano-Patterning nDNA-bas

18、ed Au nanoparticle array, Single electron transistor (SET)EOF-induced electro-hydrodynamic flow drags DNA into motionGlass substrateElectrodeMotion of DNA(a)EOFInner edgesxzyabcd(b)Positioning of extended individual DNA molecules (a)10mm(b)(c)10mm1mmHaving DNA across different electrodes instead of on one electrode.DNA as an Electron-Beam Sensit