實踐社群中的知識螺旋：高職教師在開發科學實驗課程的知識轉化

• Published in: Jiao yu shi jian yu yan jiu = Journal of educational practice and research Vol. 28; no. 2; pp. 117 - 148
• Main Authors: 林孟郁(Lin,Meng-Yu ), 鍾武龍(Chung,Wu-Lung ), 張月霞(Chang,Yueh-Hsia )
• Format: Journal Article
• Language: Chinese
• Published: 台灣 臺北教育大學 01.12.2015; 國立臺北教育大學
• Subjects: communities of practice; curriculum development; knowledge spiral; teacher professional development; TSSCI; 實踐社群; 教師專業成長; 知識螺旋; 課程發展; curriculum development; communities of practice; 課程發展; 知識螺旋; 實踐社群; 教師專業成長; knowledge spiral; teacher professional development; TSSCI
• ISSN: 1993-5633

This study aims at investigating how knowledge spiral operates in a community of practice in which a group of vocational high school teachers developed innovative science curriculum for science courses. Research data for this qualitative study was obtained through interviews, direct participatory observation, and document analysis. Four modules of knowledge transformation model, including socialization, externalization, combination and internalization, are used to analyze each phase. The analysis shows how implicit knowledge is transformed into explicit knowledge and vice versa. The results also show that when knowledge spiral model is applied to an innovative curriculum development, the phase of developing experimental equipment can be a good starting point. For the development of the innovative curriculum, the curriculum community of practice went through four modes of knowledge transformation: socialization, externalization, combination, and internalization, in which each of the four modules possesses its