本研究探討職前教師的浮力概念及其科學教學態度。研究對象為293位來自三所國立大學正在修習中等教育學程，且將來預備教授「自然與生活科技」領域的職前教師。研究工具包括浮力試卷及科學教學態度問卷，其中科學教學態度問卷為修改Thompson和Shrigley（1986）所發表之態度量表。二份工具均經過專家審查及四次預試，浮力試卷重測信度為 .74，科學教學態度之信度（α）為 .87。所得資料以SPSS10.1套裝軟體求頻率分佈、相關分析及t考驗。研究結果顯示職前教師有和中學生相同的浮力迷思概念：1）只以物體體積來判斷浮力；2）單以物體質量來判斷浮力；3）以物體本身特性來判斷浮力；4）只以液體密度來判斷浮力；5）用分子力或物體與液體的密度差來解釋浮力。認證理化科的職前教師比非理化科職前教師在浮力試卷的表現好且達顯著差異（p < .04）。多數職前教師有正向的科學教學態度，但約有20％～30％的職前教師對科學教學會感到不自在，且擔心學生提出自己不會的問題，也有近40％的職前教師害怕實驗時產生非預期的結果。理化科職前教師比非理化科職前教師的科學教學態度較負向且成顯著差異（p < .04）。浮力試卷的得分和科學教學態度之間未達顯著相關。

The purpose of the study is to explore preservice teachers’ concept of buoyancy and attitude toward science teaching from three national university who take secondary teacher education program will teach “Science and Life-Technology” in the future. Researching instruments are buoyany test and Chinese version of Thomson and Shrigley’s revised science attitude scale. Both were used as instruments. The test-retest reliability of buoyancy test is .74. The reliability(α) of science attitude scale is .87. Frequencies, correlation and t-test were analized through SPSS10.1 package. The results indicated that preservice teachers and students had conformable misconceptions as the following: 1) only thought of objects volume when judging the buoyancy; 2)only thought of objects mass when judging the buoyancy; 3)the property of objects could judge buoyancy; 4)only thought of liquid density when judging the buoyancy; 5)neologize “molecular force” or “the difference density between object and liquid”. There was a significant difference (p < .04) in the buoyancy test between physical and non-physical science preservice teachers. Most preservice teachers have positive attitude toward science teaching, but 20%~30% of preservice teachers will feel uncomfortable teaching science and afraid that students will ask question that they can’t answer. 40% of preservice teachers will fear science experiments won’t turn out as expected. There was a significant difference (p < .04) in attitude toward science teaching between physical and non-physical science preservice teachers. There was no significant difference in buoyance test and attitude toward science teaching.

1. Jearl Walker(1975/2000).The Flying Circus of Physics with Answers.葉偉文（譯）。物理馬戲團I。台北：天下遠見。
2. 王九逵 (1999)。多元化社會中的師資培育。師資培育法之檢討與修訂。台北：五南圖書出版公司。
3. 王家通 (1996)。我國師資培育制度的比較教育學分析。師資培育制度的新問題。台北：師大書苑。
4. 王貴春、黃萬居（1999）。師院學生對氧化還原之迷思概念研究。科學教育研究與發展季刊﹐第十五期，23-42。
5. 王裕德 (2000)。九年一貫課程對國中教師的衝擊。教師之友, 41：3, 7-12。
6. 王龍錫 (1991)。自然科學教科書中問題型態之分析。國教天地， 89,33-36。
7. 台灣師範大學物理系 物理教學示範實驗教室 ( 200年11月 )。取自http://www.phy.ntnu.edu.tw/demolab/index.htm
8. 田中實(2001)。科學遊戲創造思考力(2)。國際村文庫書店有限公司。
9. 江新合、許榮富、林寶山 (1991)。我國學生自然科概念發展與診斷教學之研究(1)：中學生浮力相關概念發展及其相關迷思概念的分析研究。國科會專題研究報告：NSC79-0111-S-017-07-D。
10. 何文慶 (2001)。九年一貫課程的隱憂。師友, 409, 51-54。
11. 何秀珠 (1994)。國小教師性別、性別角色與教學效能及教學態度之關係。初等教育學報, 第二期, 77-100。
12. 吳昆勇 ( 2000 )。阿基米得原理與引導式發現教學法對學生學習浮力概念的影響。國立台灣師範大學科學教育研究所碩士論文。
13. 李田英 (1990)。國小職前教師基本自然科學知識及自然科教學態度之研究。行政院國家科學委員會專題研究計畫成果報告(NSC79-0111-S003-04)。台北：國立台灣師範大學科學教育研究所。
14. 李田英 (1992)。自然科教學個案研究：國小自然科學(一)。台北市：國立台灣師範大學科學教育研究所。
15. 李祥編 ( 2000 )。流體力學觀念剖析(上)。台北：鼎茂圖書出版。
16. 李園會 (2001)。臺灣師範教育史。台北，南天出版。
17. 沈亞梵 (1995)。師資培育多元化與教師品管之研究。台北：師大書苑。
18. 沈翠蓮 (1997)。現階段師資培育問題與作法探析。台灣教育, 553, 2-5。
19. 林建能 (2002)。九年一貫教科書問題。師友, 420期, 38-40。
20. 林惠娟 (1999)。談教育學程之困境與解決之道。師資培育法之檢討與修訂。台北：五南圖書出版公司。
21. 林福榮 (2001)。高雄市國二學生浮力的另有概念之研究。國立高雄師範大學科學教育研究所碩士論文。
22. 侯志洋(2001)。國小自然科教師對科學史融入自然科教學之態度研究。國立台中師範學院科學教育研究所碩士論文。
23. 施玫君 (1999)。職前物理教師教學先前概念之研究。國立彰化師範大學科學教育研究所碩士論文。
24. 洪寶蓮 (1999)。九年一貫課程與師資培育和進修。九年一貫課程研討會論文集(下)。台北：中華民國教材研究發展學會。
25. 科學教授━物理。民國78年初版。台北：牛頓出版公司。
26. 唐偉成、林錦英 (2001)。九年一貫課程的挑戰與回應。科學教育研究與發展季刊, 24, 23-32。
27. 高強華 (1996)。師資培育問題研究。台北：師大書苑。
28. 國民中小學九年一貫課程與教學網 (2002)。西元2002年12月8日，取自http://teach.eje.edu.tw/main.php。
29. 國立教育資料館 (2002)。西元2002年12月8日，取自http://3d.nioerar.edu.tw/2d/default.asp。
30. 張玉成 (1999)。師資培育配合九年國教一貫課程實施之配套措施。九年一貫課程研討會論文集(下)。台北：中華民國教材研究發展學會。
31. 張俊彥、董家莒（2000）。「問題解決」或「無問題解決」？電腦輔助教學成效的比較研究。科學教育學刊, 8:4, 357-377。
32. 張春興 (1996)。現代心理學。台北：東華書局。
33. 張惠博、劉宏文 (2000)。師資培育與實習教師教能力研究與問題的評述。台灣教育, 591, 28-40。
34. 張德銳 (1998)。師資培育與教育革新研究。台北：五南圖書出版公司。
35. 張德銳 (2000)。師資培育與教師評鑑。台北：師大書苑。
36. 張靜儀 (1995)。國小自然科教師職前學科知識背景對實際教學影響之個案研究。八十四學年度師範學院教育學術論文發表會論文集(2)，31-60。
37. 教育部資訊網 (2002)。西元2002年12月8日，取自http://www.edu.tw/。
38. 莊奇勳 (1996)。國小教師對自然科學教學態度及相關問題之研究(81年-84年新制師院畢業生評量)。國立嘉義師院國民教育研究學報，2, 211-254。
39. 莊嘉坤 (1996)。國小自然科教師應具備對科學的態度內涵之探討。八十五學年度師範學院教育學術論文發表會論文集(2)，國立台東師範學院，205-233。
40. 莊嘉坤 (1998)。從社會認同理論探討國小學生對科學的態度。高雄：復文出版社。
41. 許良榮、柯玉婷 (2001)。台中地區國小職前與在職教師對科學本質的理解與教學態度之研究。台中師院學報，15, 335-361。
42. 許惠子 (1994)。教學態度與師生互動─國小四年級一個班級個案研究。國立台中師範學院初等教育研究所碩士論文。
43. 許嘉玲 (1997)。浮力學習之概念改變。國立台灣師範大學科學教育研究所碩士論文。
44. 許德發 (2000)。專科學生對科的態度、生物學科自我效能與其營養健康信念表徵、學業成就之關係研究。國立台灣師範大學科學教育研究所博士論文。
45. 郭重吉 (1992)。國中學生能量和波動概念另有架構之研究。彰化師範大學學報,3,505-529。
46. 郭重吉、吳武典 (1989)。利用晤談方式探查國中學生對重要物理概念的另有架構之研究(1)。國科會研究成果。彰化市：彰化師大。
47. 陳文典（2001）。課程變革對教學及學習模式的衝擊及其可能的回應。科學教育，244, 48-51。
48. 陳英豪、江榮才、劉佑星、李坤崇 (1992)。新制師院生教學態度及其相關因之研究。台南師院學報, 第25期, 1-28。
49. 陳英豪、葉懋堃、李坤崇、李明淑、邱美華(1991)。國小學生科學態度量表及其相關因素之研究。國立台南師院學報，24, 1-26。
50. 陳鏡潭、李田英、熊召弟、徐玉景、連啟瑞 (1990)。國小教師自然科教學需求之評估及研習活動之設計。國立台北師院學報，3, 147-178。
51. 黃佩貞 (2002)。台北市國中科學教師對科學史融入科學教學之態度研究。國立台中師範學院科學教育研究所碩士論文。
52. 黃湘武、黃寶鈿 (1987)。學生推理能力與概念發展之研究。認知與學習研討會專集。台北币：行政院國家科學委員會。
53. 楊百世 (2000)。師資培育的理論與實際。高雄：高雄復文圖書出版社。
54. 楊景堯 (1996)。我國現行教育學學程之檢討與展望。師資培育制度的新問題。台北：師大書苑。
55. 劉清宏 (2001)。國小職前及在職教師對自然科的教學態度研究。國立台中師範學院科學教育研究所碩士論文。
56. 劉德明 (1999)。小學自然的科學態度之研究。花蓮師院學報，9, 83-119。
57. 歐用生 (1996)。新教育實習制度的盲點與突破。師資培育制度的新問題。台北：師大書苑。
58. 滕春興 (1999)。新制師資培育制度-資格檢定與教育實習問題之探討。師資培育法之檢討與修訂。台北：五南圖書出版公司。
59. 鄭湧涇、周雪美（1990）。職前生物教師科學態度的研究。師大學報，35，249-270。
60. 鄭燿男 (2000)。師資培育法修正草案初評。台灣教育, 591。
61. 賴清標 (1979)。師範生任教意願及教學態度之調查。國立台灣師範大學教育研究所碩士論文。
62. 簡紅珠 (1994)。師範生學科與學科教學的知識基礎。師範教育多元化與師資素質。中華民國師範教育學會。1-16。
63. 簡紅珠 (1996)。師院學生對國小數學的學科知識之研究。新竹師院國民教育研究所論文集。1-33
64. 藍順德 (2002)。九年一貫課程教科書的審定與選用。中等教育, 53：3, 4-18。
65. 蘇懿生 (1994)。高雄市高中實驗室氣氛與學生對科學的態度之關係研究。國立高雄師範大學科學教育研究所碩士論文。
66. 饒見維 (1999)。九年一貫課程與教師專業發展之配套實施策略。九年一貫課程研討會論文集(下)。台北：中華民國教材研究發展學會。
1. Abimbola O. I. & Baba S. (1996). Misconceptions & alternative conceptions in science textbooks : the role of teachers as filters. The American Biology Teacher. Vol. 58(1)。
2. Anderson R. D. & Durva C. A. (1983). Science teacher characteristics by teacher behavior and by student outcomes : A meta-analysis of research. Journal of Research in Science Teaching, Vol.20(5), 467-479。
3. Anderson R. D. & Mitchener C. P. (1994). Research on science teacher education. Gabel D. L. (Ed) Handbook of Research on Science Teaching and Learning, (3-44), Macmillan Publishing Company, New York。
4. Atwater Mary M., Gardner C. & Kight Carol R. (1991). Beliefs and attitudes of urban primary teachers toward physical science and teaching physical science. Journal of Elementary Science Education, Vol. 3(1), 3-12。
5. Ball D. L. & McDiarmid G. W. (1990). The subject-matter preparation of teachers. Houston R. W. (Ed.). Handbook of Research on Teacher Education. (291-310) Macmillan Publishing Company, New York。
6. Beiswenger R. E., Stepans J. I. & McClurg P. A. (1998). Developing science courses for prospective elementary teachers. Journal of College Science Teachers, Vol.27(4), 253-258。
7. Bohning G. & Hale L. (1998). Images of self-confidence and the change-of –career prospective elementary science teacher. Journal of Elementary Science Education, Vol. 10, 39-59。
8. Boylan & Chistopher(1996). Attitudes toward teaching and taking science : Acorrelation between teachers and students. The university of Michigan.。
9. Brown, D. (1992). Using examples and analogies to remediate misconceptions in physics : factor influencing conceptual change. Journal of Research in Science Teaching, Vol.26(3) 251-272。
10. Butts D. P., Koballa Jr., T. R., Elliot T. D. (1997) Does participating in an undergraduate elementary science methods course make a difference? Journal of Elementary Science Education, Vol. 9, 1-17。
11. Carlsen W. S. (1991). Subject-matter knowledge and science teaching : A pragmatic perspective. In J. Brophy (Ed), Advances on Research on Teaching. Vol. 2 : Teachers’ knowledge of subject matter as it relates to their teaching practice (115-143).Greenwich, CT:JAI Press。
12. Carlsen W. S. (1999). Domains of teacher knowlesge. Gess-Newsome J. & Lederman N.G. (Ed.). Examining Pedagogical Content Knowledge(133-144), Netherlands。
13. Carter Kathy (1990). Teachers’ knowledge and learning to teach. Houston R. W. (Ed.). Handbook of Research on Teacher Education. (291-310) Macmillan Publishing Company, New York。
14. Cox Cheryl A. & Carpenter John R.(1989). Improving attitudes toward teaching science and reducing science anxiety through increasing confidence in science ability in inservice elementary school teachers. Journal of Elementary Science Education, Vol.1(2), 14-34。
15. Damnjanovic A. (1999). Attitudes toward inquiry-based teaching : Differences between preservice and in-service teachers. School Science and Mathematics, Vol.99(2), 71-76。
16. Dobey D. C. & Schafer L. E. (1984). The effects of knowledge on elementary science inquiry teaching. Science Education, Vol.68(1), 39-51。
17. Driver, R., Guesne, E. & Tiberghien, A. (1985). Children’s ideas in science. Milton Keynes Philadelphia : Open University Press。
18. Duiver, R., Guesne, E., & Tierghien, A. (1985). Some features of children’s ideas and their implications for teaching. In Driver, E. Guesne, & Tiberghein (Eds.), Children’s Ideas in Science.(193-201) Milton Keynes:Open University Press. 。
19. Earl, R. D. & Winkeljohn, D. R. (1977). Attitudes of elementary teachers toward science and science teaching. Science Education, 61(1) : 41-45。
20. Feiman-Nemser S. & Parker Michelle B. (1990). Making subject matter part of the conversation in learning to teach. Journal of Teacher Education, Vol.41(3), 32-43。
21. Feiman-Nemser Sharon & Michelle B. Parker.(1990).Making subject matter part of the conversation in learning to teach. Journal of teacher education, Vol. 41, No.3, 32-43。
22. Fraser-Abder. P. (1989). Participation in a curriculum development model and its effect on teacher attitude toward science teaching. School Science and Mathematics, Vol. 89(7), 561-570。
23. Gabel Dorothy.(1981). Attitudes toward science and science teaching of undergraduates according to major and number of science courses taken and the effect of two courses. School Science and Mathematics, (1), 70-76。
24. Gagne R. M. (1988). Principle of instructional design. Orlando : Holt。
25. Gardner P. L. (1975). Attitudes to science : A review. Studies in Science Education, Vol. 2, 1-41。
26. Gentner D. (1989).The mechanisms of analogical reasoning. London : Camvridge University Press。
27. Germann, P. J. (1988). Development of the attitudes toward science in school assessment and its use to investigate the relationship between science achievement and attitudes toward science in school. Journal of Research in Science Teaching, Vol.25(8) 689-703。
28. Gess-Newsome Julie (1999). Secondary teachers’ knowledge and beliefs about subject matter and their impact on instruction. Gess-Newsome J. & Lederman N.G. (Ed.). Examining Pedagogical Content Knowledge(51-94), Netherlands。
29. Grossman Pamela L., Wilson Suzanne M. & Shulman Lee S.(1989).Teachers of substance : subject matter knowledge for teaching. In M. Reynolds (Ed.), Knowledge Base for the Beginning Teacher(23-36). New York : Falmer。
30. Gudmundsdottir Sigrun(1990).Values in pedagogical content knowledge. Journal of Teacher Education, Vol. 41(3), 44-52。
31. Haertel E. H. (1986). The valid use of student performance measures for teacher evaluation. Educational Evaluation and Policy Analysis, Vol. 8, 45-60。
32. Hall Danald A. (1992). The influence of an innovative activity-centered biology program on attitudes toward science teaching among preservice elementary teachers. School Science and Mathematics, Vol. 92(5), 239-242。
33. Harty H. Samuel J. V. & Andersen H. O. (1991). Understanding the nature of science and attitudes toward science and science teaching of preservice elementary teachers in three preparation sequences. Journal of Elementary Science Education, Vol. 3(1), 13-22。
34. Hashweh M. Z. (1987). Effects of subject matter knowledge in the teaching of biology and physics. Teaching and Teacher Education, Vol. 3, 109-120。
35. Head, J. (1986). Research into ‘alternative frameworks’ : promise and problem. Research in Science % Technological Education, Vol.4(2), 203-211。
36. Herron, J. D.(1996) The Chemistry Classroom--Formulars for Successful Teaching. Chapter 17. American Chemical Society, Washington, DC.。
37. Heter J. R. (1985). Decade. ED269 368。
38. Hewson, M. G. A’B. & Hewson, P. W. (1983). Effects of instruction using students’ prior knowledge and conceptual change strategies on science learning. Journal of Research in Science Teaching, Vol.20, 731-743。
39. Jarrett O. S. (1999). Science interest and confidence among preservice elementary teachers. Journal of Elementary Science Education, Vol. 11, 47-57。
40. Jegede Olugbemiro & Taplin Margaret.(2000).Trainee teachers’ perception of their knowledge about expert teaching. Educational Research, Vol.42, No.3,287-308。
41. Jiang M. (1993). Children’s understanding of the earth silence. 國立台南師院學報，26期，193-219。
42. Koballa Jr., & Crawley F. E. (1985). The influence of attitude on science teaching and learning. School Science and Mathematics, Vol.85(3), 222-232。
43. Kramer D. C. (1979). Science attitude change in preservice elementary teachers during an activity-oriented biology course. School Science and Mathematics.Vol.79, 294-298。
44. Laforgia J. (1988). The affective domain relatedto science education and its evaluation. Science Education, Vol.72(4), 407-421。
45. Lee Okhee (1995). Subject matter knowledge, classroom management, and instructional practices in middle school science classrooms. Journal of Research in Science Teaching, Vol.32(4), 423-440。
46. Lucas, K, B. & Dooley, J. H. (1982). Student teachers’ attitudes toward science and science teaching. Journal of Research in Science Teaching, Vol. 19, No. 9, 805-809
47. Martinez M. E. & Haertel E.(1991) Components of Interesting Science Experiments. Science Education 75(4): 471-479。
48. Millar R. (1988). Teaching physics as a non-specialist : The in-service training of science teachers. Journal of Education for Teaching, Vol. 14, 39-53。
49. Moore R. W. (1973). The development field test and validation of scales to assess teachers attitudes toward teaching elementary school science. Science Education, Vol. 57(3), 271-278。
50. Mullet, E. & Montcouquiol, A. (1988). Archimedes’ effect, information integration and individual differences. International Journal of Science Education, Vol.10, 285-301。
51. Munby Hugh (1983). An investigation into the measurement of attitudes in science education. Science Education Research. (ERIC Document Reproduction Service No.ED 237 347)。
52. Nussbaum J. & Novak J. D. (1976). An assessment of children’s concepts of the earth utilizing structured interviews. Science Education, Vol. 60(4), 535-550。
53. Osborne Margery D. (1998). Teacher as knower and learner : Reflections of situated knowledge in science teaching. Journal of Research in Science Teaching, Vol.35(4), 427-439。
54. Palmer David H. (2001). Factors contributing to attitude exchange amongst preservice elementary teachers. Science Teacher Education, Vol. 86, 122-138。
55. Pedersen Lon E. & McCurdy Donald W. (1992). The effects of hands-on, minds-on teaching experiences on attitudes of preservice elementary teachers. Science Education, Vol.76(2), 141-146。
56. Piper, M. K & Moore, K. D. (1977). Attitudes toward Science : Investigations. SMEAC Information Reference Center, Ohio State University。
57. Raghavan K., Sartoris M. L. & Glaser R. (1998). Why does it go up? The impact of the MARScurriculum as revealed through changes in student explanations of a helium balloon. Journal of Research in Science Teaching, Vol. 35(5), 547-567。
58. Rowell J. A. & Dawson C. J. (1977a). Teaching about floating and sinking : an attempt to link cognitive psychology with classroom practice. Science Education, Vol. 61, 547-567。
59. Rowell J. A. & Dawson C. J. (1977b). Teaching about floating and sinking : Further studies toward closing the gap between cognitive psychology and classroom practice. Science Education, Vol. 61, 547-567。
60. Sanders L. R., Borko H. & Lockard J. D. (1993). Secondary science teachers’ knowledge base when teaching science courses in and out of their area of certification. Journal of Research in Science Teaching, Vol.30(7), 723-736。
61. Schibeci R. A. (1984). Attitudes to science : an update. Studies in Science Education, Vol.11, 26-59。
62. Shrigley R. L. (1980). Science superviser characteristics that influence their credibility with elementary school teachers. Journal of Research in Science Teaching, Vol.17, 161-166。
63. Shrigley R. L.(1983) The attitude concept and science teaching. Science Education 67(4) 425-442。
64. Shulman L.S. (1986) Those who understand : Knowledge growth in teaching. Educational Researcher, Vol. 15(2), 4-14。
65. Shulman, Lee. S.(1987).Knowledge and teaching : foundations of new reform. Harvard Educational Review, Vol. 57, 1-22。
66. Simpson, R. D., Koballa, T. R., Oliver, J. S., & Crawly III, F. E.(1994) In Gabel's Handbook of research on science teaching and learning, 211-234。
67. Smith D. C. % Neale D. C. (1989). The construction of subfect matter knowledge in primary science teaching. Teaching & Tecacher Education, Vol. 5(1), 1-20。
68. Stepans J. I., Dyche S. & Beiswenger. R. (1988). The effect of two instrucational models bringing about a conceptual change in the understanding of science concepts by prospective elementary teachers. Science Education, Vol.72(2) 185-195。
69. Sternberg R. J. & Horvath J. A. (1995). A prototype view of expert teaching. Educational Researcher, Vol. 24(6), 9-17。
70. Strawitz Barbara M. & Malone Mark R. (1986), The influence of field experiences on stages of concern and attitudes of preservice teachers toward science and science teaching. Journal of Research in Science Teaching, Vol.23(4), 311-320。
71. Stronge, James H. (2002). Qualities of Effective Teachers. Association for Supervision and Curriculum Development。
72. Talbert J. E., McLaughlin M. W. & Rowan B. (1993). Understanding context effects on secondary school teaching. Teachers College Record, Vol. 95(1), 45-68。
73. Thompson, C. L. & Shrigley, R. L. (1986). What research says : Revising the science attitude scale. School Science and Mathematics, Vol. 86(4), 331-343。
74. Wandersee, J. H., Mintzes, J. J., & Novak, J. D. (1994). Handbook of Research on Science Teaching and Learning (177-204). Macmillan Publishing Company。
75. Westerback M. E., Gonzalez C. & Primavera L. H. (1985)Comparison of preservice elementary teachers anxiety about teaching students to identify minerals and roks and students in geology courses anxiety about identification of minerals and rocks. Journal of Research in Science Teaching, Vol.22(1), 63-79。
76. Westerback, M. E. & Long, M. J (1990). Science knowledge and the reduction of anxiety about teaching earth science in exemplary teachers as measured by the science teaching stat-trait anxiety inventory. School Science and Mathematics, Vol. 90(5) , 361-374。
77. Wilson S. M. & Wineburg S.S. (1988). Peering at American history through different lenses : The role of disciplinary perspective in teaching history. Teachers College Record, Vol. 84, 525-539。
78. Wilson, S. M. Shulman, L. S., Richert, A. E. (1987). ‘150 different ways’ of knowing : Representation of knowledge in teaching. In J. Calderhead(Ed.). Exploring Teachers Thinking (104-124).London : Cassell。
79. Zint Michaela (2002). Comparing three attitude-behavior theories for predicting science teachers’ intentions. Journal of Research in Science Teaching, Vol.39(9), 819-844。