Science Curriculum Components Favored by Taiwanese Biology Teachers

Autor/inn/en	Lin, Chen-Yung; Hu, Reping; Changlai, Miao-Li
Titel	Science Curriculum Components Favored by Taiwanese Biology Teachers
Quelle	In: Research in Science Education, 35 (2005) 2-3, S.269-280 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-004-7038-6
Schlagwörter	Foreign Countries; Scientific Concepts; Science Curriculum; Problem Solving; Ethics; Biology; Science Instruction; Science Teachers; Preservice Teachers; Social Problems; Science History; Science Education; Teacher Education; Teacher Attitudes; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Problemlösen; Ethik; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Social problem; Soziales Problem; History of science; Wissenschaftsgeschichte; Naturwissenschaftliche Bildung; Lehrerausbildung; Lehrerbildung; Lehrerverhalten
Abstract	The new 1?9 curriculum framework in Taiwan provides a remarkable change from previous frameworks in terms of the coverage of content and the powers of teachers. This study employs a modified repertory grid technique to investigate biology teachers' preferences with regard to six curriculum components. One hundred and eighty-five in-service and pre-service biology teachers were asked to determine which science curriculum components they liked and disliked most of all to include in their biology classes. The data show that the rank order of these science curriculum components, from top to bottom, was as follows: application of science, manipulation skills, scientific concepts, social/ethical issues, problem-solving skills, and the history of science. They also showed that pre-service biology teachers, as compared with in-service biology teachers, favored problem-solving skills significantly more than manipulative skills, while in-service biology teachers, as compared with pre-service biology teachers, favored manipulative skills significantly more than problem-solving skills. Some recommendations for ensuring the successful implementation of the Taiwanese 1?9 curriculum framework are also proposed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10