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探究教學是當前自然科學領域課綱中強調的重要教學方法和特色，且被認為是可解決學習成效的通用方案，但針對偏鄉地區，師資生較缺乏結合當地文化與環境所需具備的教學技能和知識，若能融入地方本位教育特色於教師職前教育課程，才可更有效引導及激發偏鄉學生的潛能、提升自信，進而促其擁有自我實現的能力，此乃現今師資培育所面臨的重要問題。 本研究採混合研究法，以偏鄉國中為教學實踐場域，引導師資生體驗、設計及施行符合偏鄉地方本位特色的探究教學教材，探討其對職前師資培育課程的價值及整體師資生專業知能提升情形。研究對象為修習「物理科教學應用與實作」教程必修課程的15名師資生。研究工具採「教師專業知能量表」；質性部分針對教師反思日誌、教學活動錄影、錄音、師資生反思實踐心得、期末歷程檔案與晤談紀錄等進行資料分析。研究結果顯示，師資生於偏鄉場域實踐教學後，教師專業知能量表的習得、運用、重要程度及總量表之後測均顯著優於前測，師資生對設計與實踐偏鄉地方本位特色探究課程、小組合作學習、探究引導與提問技巧、主動關懷偏鄉教育的責任感等各方面表現亦均有所提升，本研究可供職前師資培育相關課程之參考。 According to the United Nations 2030 Sustainable Development Goals, rural education should fulfill the requirements of quality education and reduce inequality. The concept of “justice in education” should not be limited to resource allocation. Students in rural areas face several disadvantages. Teachers should consider the living conditions of students in rural areas to avoid exacerbating the challenges faced by these students, who often lack interest in education and feel powerless. Inquiry instruction is an important teaching method in the field of natural sciences that aims to improve learning effectiveness. However, in rural areas, preservice teachers often lack the necessary teaching skills and knowledge to integrate local culture and the environment into their teaching practices. If the characteristics of place-based education are integrated into preservice teacher training courses, preservice teachers can develop the ability to guide and stimulate rural students to unlock their potential, increase their confidence, and undergo self-realization. This has become crucial in preservice teacher training. Using a rural junior high school as the site of teaching practice, in this study, preservice teachers were guided to experience, design, and implement an inquiry-based teaching course that incorporated the characteristics of rural place-based education (PBE). The study explored the value of this approach in preservice teacher training courses and how it can enhance overall professional knowledge in preservice teachers. A review of the literature was conducted to investigate the effectiveness of a PBE teaching program for enhancing the professional development of teachers. According to the constructivist student-centered perspective in the literature, an innovative PBE inquiry teaching program was proposed. To effectively implement this program, teachers should be familiar with the characteristics of PBE in their field. Teachers should also be able to identify students’ original ideas and ask PBE-related questions to increase students’ learning motivation. Teachers should also guide students to perform inquiry-based activities, facilitating the exchange of ideas among students through communication and interaction. Students should be encouraged to assimilate, adjust, and construct new ideas through critical thinking under conflicting scenarios. Furthermore, students are expected to evaluate and apply these new ideas to new PBE scenarios provided by teachers. Finally, students should reflect on the evolution of their ideas, ultimately developing problem-solving skills in scientific learning and innovative thinking abilities while expanding their knowledge base. In this study, a remote junior high school in the mountainous area of central Taiwan was investigated using a mixed-method approach. Quantitative data were collected using questionnaires, and qualitative data were collected through other methods. The research participants were 15 preservice teachers taking a compulsory course titled Application and Practice of Physics Teaching. This course incorporated inquiry-based and place-based teaching methods. The course implementation can be summarized as follows: first, PBE inquiry instruction was provided for 14 weeks to enable preservice teachers to develop a comprehensive understanding of the environment, culture, and place-based characteristics of rural schools. Second, while teaching, preservice teachers were encouraged to apply their prior knowledge gained from daily life experiences and integrate it into natural science inquiry courses. Using this approach, the teachers increased their understanding and appreciation of the natural environment and cultural characteristics specific to rural areas and developed professional knowledge as teachers. For example, when designing teaching activities for ninth-grade students at a rural Bunun school on the topic of “torque and rotational motion,” preservice teachers used hunting traps used by locals, including foot-binding traps and stone traps, as illustrative examples. They also applied the stages of 5E inquiry instruction to guide students through inquiry activities that would deepen students’ understanding of place-based characteristics, highlight the significance of hunting, and showcase the wisdom of the elders of the area. The main research tool used in this study was the Teacher Professional Knowledge Scale questionnaire, which consists of three subscales: acquisition of professional knowledge, application of professional knowledge, and importance of professional knowledge. The questionnaire was administered to the preservice teachers in the first and last weeks of the semester. Qualitative data analysis was also performed. Reflective teaching journals, video and audio recordings of teaching activities, teacher reflections on teaching practices, end-of-term portfolios, and counseling records were obtained to collect qualitative data. The participants exhibited significant improvements in overall scores and in scores across the acquisition, application, and importance subscales. The participants also exhibited improvements in their ability to design and implement inquiry-based courses with rural PBE characteristics and in their ability to effectively participate in group learning, inquiry guidance, and questioning. Furthermore, the participants demonstrated an increased sense of responsibility toward rural students. In summary, by designing and implementing a PBE inquiry-based teaching course, preservice teachers learned how to effectively design and teach an inquiry-based course and gained valuable skills for facilitating group cooperative learning, developing effective questioning techniques for inquiry-based course design, and prioritizing student-centered teaching approaches. Furthermore, by incorporating PBE principles, the participants learned how to integrate the life experiences and local culture of rural students into their lessons, thereby increasing engagement among students. The participants also improved their understanding of science concepts, enhanced their professional competence and development focus, and developed a greater enthusiasm for rural education. These findings can be used as a reference for preservice teacher training courses.

This research used a quasiexperimental method to explore whether integrating Science Magic (SM) into 5E Learning Cycle (5ELC) in the development of teaching materials for a friction unit would impact students' learning outcomes and attitudes toward science. A total of 68 eighth-grade students were divided into experimental and control groups. The experimental group was taught using teaching materials and methods developed using the SM-based 5ELC, while the control group adhered solely to textbook-based materials, which were also based on the 5ELC but did not involve SM activities. Two major findings were obtained in this research. First, learning effects for the experimental group were significantly higher than the control group, especially in relation to characteristics of static friction, factors that affect friction, and relationships between frictional and normal force. Second, the experimental group showed significant improvements in their attitudes toward science when juxtaposed with the control group.

This research explores how scaffolding students' reflections on scientific modeling criteria influence the students' views on scientific models, development of explanatory models, and understanding of scientific models. This research recruited treatment groups and comparison groups in middle schools and high schools. The treatment groups adopted a modeling curriculum that was intended to help students engage in scientific modeling by developing scientific models of magnetism while considering scientific modeling criteria. The comparison groups used the traditional curriculum, which offers students scientific models of magnetism. The results show that the modeling curriculum enhanced the students' views on scientific models and the students' ability to develop explanatory models of magnetism and modeling criteria. Thus, the findings indicate that the modeling curriculum might serve as a promising tool to facilitate teaching scientific modeling to middle school and high school students, and that the curriculum should be promoted as early as middle school.

本研究旨在發展質性解題策略，並對台灣中部某所國中九年級學生進行質性解題策略教學，試著改變學生看待問題的方式，讓學生瞭解解題時質性分析的重要，進而提升解題能力。本研究的質性解題策略聚焦在學生使用公式解決問題前，能先用原理或概念來分析問題，並能具體說明原理與題目的關聯。在檢驗學生解題能力的進展，採用替未來學習做準備(Preparation for Future Learning, PFL) 觀點，發展提供解題資源的測驗，觀察學 生是否能善用課堂中所學習的質性解題策略，來幫助自己善用解題資源，進而能成功解決目標問題。解題能力的進展分三個部分來探討，第一、解題策略的使用；第二、解題策略缺陷的改善情形；第三、解題的成功率。研究結果發現，接受質性解題策略教學的參與者，在解題策略的使用、解題缺陷的改善、實際成功解題等三方面，教學前後有顯著的進步，與現行解題策略教學相較，質性解題策略教學的成效較佳。 The purposes of this study were to develop a qualitative problem-solving strategy and to examine the effect of using such a strategy to improve ninth-graders’ problem-solving ability in physics. We targeted to enhance the way students approach problems by helping them realize the importance of qualitative analysis while solving problems. In particular, students were instructed to solve problems by analyzing the problems with principles or concepts and specifying the relationship between principles and problems before they applied formulas. To evaluate the effect of this strategy, the perspective of Preparation for Future Learning (PFL) was adopted. Students were provided with problem-solving resources in their tasks. The aim of the study was to explore whether students could make good use of the qualitative problemsolving strategies learned in the classroom, thereby raising their awareness of the problemsolving resources and successfully solving the target problems. Students' problem-solving ability was examined in three aspects: the use of problem-solving strategies, the reduction of problemsolving strategy defects, and the success rate of solving problems. Results indicated that the participants using a qualitative problem-solving strategy showed a significant improvement at learning progress and had better performances in comparison with a traditional problem-solving strategy.

本研究旨在藉由準實驗研究法，探討以多面向概念改變架構融入 5E 探究式教學策略，發展「轉動與力矩」單元教材進行教學，對學生概念改變的成效。研究對象為中部某國中九年級學生，實驗組與控制組各兩個班級共 160 人。實驗組以本研究發展之教材進行 5E探究式教學，控制組以現行教科書進行輔以示範實驗及問題討論的探究式教學。教學前兩組學生皆已完成轉動與力矩另有概念二階診斷測驗前測及邏輯思考測驗；並於教學後一週內進行轉動與力矩另有概念二階診斷測驗後測。此外，本研究於實驗組兩個班級各 選取一小組進行教學時之課室觀察以了解教材設計的有效性。藉由實驗組課室觀察分析，以及兩組前後測所得資料進行統計分析，結果顯示以多面向概念改變架構融入 5E 探究式教學策略發展教材並進行教學是相當可行，並且能夠有效促進學生克服另有概念進而產 生概念改變。 This study conducted a quasi-experimental design in order to develop teaching materials about Rotational Motion and Torque, by combining the 5E Inquiry Instructional Strategy with Multidimensional Framework for Conceptual Change. By doing so, we explored the effectiveness of the teaching materials on students’ conceptual change. The participants included a total of 160 students from four classes in a junior high school in central Taiwan, with students from two classes labeled as the experimental group and the other two classes as the control group. The teaching materials used in the experimental group were designed by the researchers in this study, using the 5E inquiry instructional strategy. On the other hand, the control group was taught using commercially available textbooks adopted by the school, supplemented by inquiry instruction activities such as demonstrative experiments and discussions of questions. Before the teaching of the unit on rotational motion and torque, all the participating students took pretests that consisted of a two-stage diagnosis test in their alternative conceptions of rotational motion and torque and a test of logical thinking. Subsequently, one week after the teaching of the unit they took the two-stage diagnosis test in alternative conceptions of rotational motion and torque again as a post-test. In order to understand the effectiveness of the teaching materials developed in this study, the researchers also selected two small groups each from the two classes in the experimental group for classroom observations. The data collected from these observations and pre- and post-tests were then analyzed. Results obtained herein indicated that it is practical to use the learning materials developed by combining the 5E Instructional Model with the Multidimensional Framework for Conceptual Change in a classroom setting. In terms of conceptual change, they are also effective for helping students overcome their alternative conceptions.

The purpose of this 4-year research study was to develop paper-and-pencil tests that could be administered to a wide range of students in order to establish a database about students' physics conceptions from elementary school to high school levels in Taiwan. The students' misconceptions of mechanics, electricity and magnetism, heat, sound and wave, and optics were diagnosed. In the beginning of this study, we extensively reviewed the research literature on related conceptions. With the use of concept maps and related propositional statements, we also interviewed some students to find out their conceptual understanding of the selected key concepts. These data provided sufficient information about students' thoughts of several concepts. Through a process of developing two-tier test items, nine versions of physics questionnaires were obtained. More than 13,000 students were randomly sampled in a national survey. After data analysis, the results indicated that students' misconceptions in physics such as the image formed by lenses and mirrors and the torque and rotational motion were consistent with their ages. However, in some cases, such as the current in an electric circuit, students' understandings of concepts did not improve with age. [ABSTRACT FROM AUTHOR]

The article discusses about science being presented as magic to develop the interest of students. Topics include improving the scientific interest in students through the practical application of science, inquiry-based instruction and demonstrate examples that show the use of static frictional force.