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作者:BENI SETIAWAN
作者(英文):BENI SETIAWAN
論文名稱:MEETING CULTURALLY RESPONSIVE SCIENCE TEACHING (CRST): THE BELIEFS AND TEACHING PRACTICE OF PRE-SERVICE SCIENCE TEACHERS IN INDONESIA
論文名稱(英文):MEETING CULTURALLY RESPONSIVE SCIENCE TEACHING (CRST): THE BELIEFS AND TEACHING PRACTICE OF PRE-SERVICE SCIENCE TEACHERS IN INDONESIA
指導教授:蔣佳玲
指導教授(英文):Chia-Ling Chiang
口試委員:李暉
古智雄
顏瓊芬
李松濤
口試委員(英文):Huei Lee
Chih-Hsiung Ku
Chiung-Fen Yen
Sung-Tao Lee
學位類別:博士
校院名稱:國立東華大學
系所名稱:教育與潛能開發學系
學號:810688303
出版年(民國):110
畢業學年度:109
語文別:英文
論文頁數:232
關鍵詞(英文):cultural pedagogical content knowledgeculturally responsive science teachingpre-service science teachers’ beliefpre-service science teachers’ practicepre-service science teacher professional development model
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This research explored and examined two components of the Indonesian pre-service science teachers' Culturally Responsive Science Teaching (CRST) approach which are their beliefs (BtCRST) and practices (PtCRST). These in turn were subsumed under the more general concept of Cultural Pedagogical Content Knowledge (CPCK) which becomes the basis for proposing a model of pre-service science teacher professional development towards culturally responsive science teaching (CRST). This study used a mixed-method research design with convergent parallel mixed methods. A pre-experimental design with one-group pre-and post-test design measured the pre-service science teachers' culturally responsive science teaching in an undergraduate ethnoscience course and their practice in their subsequent microteaching course (PSSTs). One hundred seventy-nine pre-service science teachers from two public universities in East Java Island, Indonesia, participated in the ethnoscience course. Sixty of them participated in the in-depth interviews which made use of a teachers' belief questionnaire and a semi-structured interview protocol. Descriptive statistics, thematic analysis, t-test, ANOVA, and multiple regression tests were used to analyze the data.
There are five main results in this study, first, the analysis of the BtCRST survey identified eleven themes for the pre-test and thirteen themes for the post-test. Second, pre-service science teachers (PSSTs) from the Banten province and Central of Java (EJO) showed the highest level of belief in culturally responsive science teaching prior to their actual microteaching experience. Third, PSSTs from Banten province and Central Java province (EJO) were assessed to have demonstrated the highest capability in constructing teaching materials and aids such as lesson plans, worksheets, evaluation sheets, and the summaries of lesson content. Meanwhile, PSSTs from East Java (EJS) have performed better on microteaching in the science classroom. Fourth, there is no correlation between the belief and practice of PSSTs. However, each domain of teachers' beliefs and teachers' practice of pre-service science teachers have a strong correlation with each other. Finally, a model of pre-service science teacher professional development was proposed following four sequences with four essential inputs. The sequence comprised driving force, plan, do, result, and reflect. Meanwhile, the inputs took into consideration the cultural nature of science, the cultural context for learning, cultural responsive for sustainability, and culturally responsive science teaching approach.
In conclusion, the belief and the practice of pre-service science teachers have contributed to the conceptualization of a proposed model of pre-service science teacher professional development.
ACKNOWLEDGMENT i
ABSTRACT iii
摘要 v
TABLE OF CONTENTS vii
LIST OF TABLES xi
LIST OF FIGURES xiii
CHAPTER 1. INTRODUCTION 1
1.1. Background of the study 1
1.2. Research Purpose 12
1.3. The Statement of Problem and Research Questions 13
1.4. Scope and Limitation 15
1.5. Operational Definition 16
1.5.1. Ethnoscience 16
1.5.2. Cultural Pedagogical Content Knowledge (CPCK) 17
1.5.3. Culturally responsive science teaching (CRST) 20
1.5.4. Pre-service science teacher (PSSTs) 21
1.6. Organization of the Study 21
CHAPTER 2. LITERATURE REVIEW 23
2.1. Multicultural Science Education and Culturally Responsive Teaching 23
2.2. The Indigenous Knowledge in Science Education for Sustainability 27
2.3. Cultural Pedagogical Context Knowledge (CPCK) to Culturally Responsive Science Teaching (CRST) 32
2.3.1. Culturally Responsive Science Curriculum and Instruction (CRSCI) 45
2.3.2. Culturally Responsive Science Classroom Management (CRSCM) 45
2.3.3. Culturally Responsive Assessment (CRA) 46
2.3.4. Context of Subject and Student Cultural Background (CSSCB) 46
2.3.5. Communicating with Culture-diverse Learners (CDL) 47
CHAPTER 3. METHODOLOGY OF RESEARCH 51
3.1. Research Design 53
3.2. Research Participants 58
3.3. Research Procedures 58
3.4. Ethical Considerations 66
3.5. Data Collection 66
3.6. Instruments 68
3.6.1. Teachers’ Belief Questionnaire 70
3.6.2. Teachers’ Practice Observation Sheet 70
3.7. Data Analysis 72
3.8. Piloting the Questionnaires of Teachers’ Beliefs and Teachers’ Practice Studies. 74
3.9. Results of Pilot Study (Construct Validation and Reliability) 75
3.9.1. Teachers’ Belief 75
3.9.2. Teachers’ Practice 88
4.1 Research Findings 91
4.1.1 Pre-service Science Teachers’ Belief toward Culturally Responsive Science Teaching (BtCRST) 91
4.1.2 The Differences in Pre-service Science Teachers’ Belief toward Culturally Responsive Science Teaching 93
4.1.3 The Effect of Differences of Pre-service Science Teachers’ Practice (PtCRST) toward Culturally Responsive Science Teaching Across Ethnicity. 96
4.1.4 The Relationship of Pre-service Science Teachers’ Belief (BtCRST) and Pre-service Science Teachers’ Practice (PtCRST) of Culturally Responsive Science Teaching 97
4.2 The Discussion of Findings 100
CHAPTER 5. TEACHER PROFESSIONAL DEVELOPMENT 137
5.1. Research Findings 137
5.2. The Discussion of Findings 139
6.1. Summary of the Study 165
6.2. Implications of the Study 168
6.3. Suggestions for Future Research 169
References 173
Appendix: 191
I. PRE-SERVICE SCIENCE TEACHER’S BELIEF ON CULTURALLY RESPONSIVE SCIENCE TEACHING 191
II. SEMI-STRUCTURED INTERVIEW QUESTIONS OF PRE-SERVICE SCIENCE TEACHER'S BELIEF OF CULTURALLY RESPONSIVE TEACHING 195
III. THE CULTURAL OBSERVATION SHEET FOR PRE-SERVICE SCIENCE TEACHERS’ PERFORMANCE IN TEACHING 197
IV. PARTICIPANTS LIST OF QUALITATIVE IN-DEPTH INTERVIEW 205
V. LETTER OF CUNDUCTING RESEARCH 207
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