本研究探討一位初任暨資深的國中生物教師在『動物體內的資訊網』和『生物體內的恆定性與調節』兩個單元在概念順序、教學表徵、發問類型和實驗室教學上的差異。本研究個案教師任較於同一所學校，自在民國93年12月初至民國94年1月間參與研究。本研究採質性研究法，透過教室觀察、錄影錄音、晤談、文件蒐集、田野筆記等方法收集資料，本研究所得結果如下：1.兩位教師的概念的組織與順序上大致與課本安排相似，但是資深教師做了些微的調整並且強調概念之間的連結性；2.資深教師使用的表徵比初任教師更為豐富，初任教師使用圖表教學而資深教師則是經常應用問題導引學生，同時也使用多重的表徵來協助學生學習困難處，相對的，初任教師通常重複使用同一表徵來協助學生學習；3.初任教師所發問的問題類型大都為班級管理類，而資深教師所提的問題與教學內容較有相關；4.初任與資深教師在實驗室教學順序大致相同，但是初任教師偏向口頭講解教學，而資深教師則是偏向於問題引導；在實驗室的管理上，資深教師較初任教師具有技巧，這是值得初任教師學習的。
本研究建議提供更多的機會讓教師去促進在發問技巧上的能力；條列出資深教師在實驗室中的規則與程序；建議未來有更多關於撰寫教科書的研究；增加初任教師觀察資深教師的教學以加速成長。

Investigated were the organizations of concepts sequences, teaching representations , questioning techniques, and laboratory teaching of two units “Information Networks in Animals and Homeostasis” and “Regulation in Organisms “ of a beginning and an experienced biology teachers in junior high schools. Two teachers came from the same school and were observed during the Dec. of 2004 to the January of 2005. Interpretive research method was adopted. Date were collected from classroom observations, video-tapes, field notes, interviews and documents and were analyzed through reviewing of tapes, transcripts, and triangulations. The findings were as follows: 1) the organizations and sequences of concepts were similar to textbook’s for both teachers, however, there were some minor modifications and emphasis on the concepts connections for the experienced teacher; 2) the representations of the experienced teacher were much richer than the beginning teacher, the graphs illustration was preferred by the beginning teacher and questioning was used very often by the experienced teacher, there were multiple representations for experienced teacher to help students understanding difficulties, however, there was only one repeated representation to help students for the beginning teacher; 3)most questions for the beginning teacher were related to classroom management, but, for the experienced teacher were related to teaching content; 4)the sequence for laboratory teaching for both teachers were same, however, the lecture method was used mainly by the beginning teacher and through questions to lead discussions was used more often by the experienced teacher; the management techniques in laboratory teaching of the experienced teacher were very skillful to worth referring to the beginning teacher. To provide more opportunities for teachers to promote their abilities in questioning skills, to list the rules and procedures in laboratory of the experienced teacher, and more studies related to the writing of textbooks, effectiveness of observing the teaching of experience teacher for beginning teacher,
were recommended.

方炳林 (1976)：普通教學法。教育文物出版社。

李田英 (民70)：自然科學教學發問的支巧。國教世紀，16(9)，14-17。

李小惠 （民91）：生物科職前教師專業成長之個案研究。國立台灣師範大學生物
  學系碩士論文。

吳文忠譯（Thomas L. Good, Jere E. Brophy著）（1997）：課堂研究。台北：五  南圖書出版公司。

吳伍雄和張惠博（民83）：職前科學教師教學能力培養之研究-實驗室教學之研究2/3。行政院國科會專題研究計畫成果報告(NSC82-0111-S-018-004)。

林泰源 (民86)：實習理化教師教學情境與教學表徵之研究。國立彰化師範大學科
學教育研究所碩士。

林曉雯 (1994): 國中生物教師教學表徵的詮釋性研究。國立台灣師範大學科學教育研究所博士論文。

林寶山 (1994):教學理論。台北：五南圖書。

邱美虹和江玉婷 (1997): 初任暨資深國中地球科學教師學科教學知識之比較。科學教育學刊，5(4)，419-459。

南一書局 (2004): 國民中學自然與生活科技(第一冊)。臺北市，南一書局。

段曉林 (1994): 探究職前化學教師學科知識、教育知識與學科教育知識之發展-個案研究。行政院國科會專題研究計畫成果報(NSC83-0111-S-018-004)，未出版。

段曉林 (1996): 學科教學知識對未來科教師資培育上的啟示。第一屆數理教學及師資培育研討會論文彙編，118-143。

翁榮源、江鴻仁、李孔文（2005）：問題引導式學習法在「有機化學」網站之應用與研究。科學教育學刊，12(4)，491-507。

張玉成 (1991): 教師發問技巧。台北市：心理出版社。

張玉成 (1999): 教師發問技巧之外-論鼓勵學生發問暨教師回答技巧之重要性。國民教育，39(3)，47-53。

張惠博 (1994): 初任科學教師認知與專業的成長。行政院國科會專題研究計畫成果報告(NSC83-0111-S-018-020)，未出版。

張惠博 (1996): 職前科學教師學科教學知識發展之研究。科學教育月刊，4(1)，59-92。

張賴妙理 (1999): 初任暨資深國中生物教師在運輸作用、遺傳與演化單元的教學表現之個案研究。國立台灣師範大學科學教育研究所博士論文。

張靜儀 (1998)：國小自然科初任教師與專家教師教學知識之個案研究。第十四屆科學教育學術研討會論文彙編。

許良榮 (1996): 圖形與科學課文學習關系的探討。教育研究資訊，4(4)，121-131。

許建儀 （民87）：國中生物實習教師實驗活動教學專業之能之個案研究。國立台灣師範大學生物系碩士論文。

陳美玉 (1998): 教師專業-教學理念與實踐。高雄市：麗文文化。

陳英娥和林福來 （2004）：行動研究促進初任數學教師的教學成長。科學教育學
刊，12(1)，83-105。

黃文吟 (1993)：職前物理教師對實驗教學認知的研究。國立彰化師範大學科學教育研究所碩士論文。

黃永和 (1997): 教學表徵-教師的教學法寶。國教世紀，12月號，17-22。

黃珂琳 (2003)：國中數學教學活動之知識表徵—個案研究。國立彰化師範大學科學教育研究所碩士論文。

黃達三 (1996): 國小教師於科學教學中口與解釋研究(I)。行政院國科會專題研究計畫成果報告(NSC 85-2511-S143-003)。

楊永華和邱文純 （1994）：實習教師與資深教師在教學實驗上的異同。教育研究資訊，2(5)，90-110。

蔡美娟 （1999）國中資深與初任生物教師運用生活事例於教學之個案比較。國立彰化師範大學科學教育研究所碩士論文。

葉辰禎 （1997）：國中初任與資深教師運用問策略之比較研究。國立台灣師範大學科學教育研究所碩士論文。

劉麗玲 (2000): 國中資深理化教師教學表徵之個案研究。國立彰化師範大學科學教育研究所碩士論文。

鄭智馨 (2000): 個案研究-影響教師類比選用之因素以及教學的類比對學生之影響。國立台灣師範大學生物系碩士論文。

賴美杏 (2000): 從小組討論看問題與生物概念的學習。國立高雄師範大學科學教育研究所碩士論文。

謝秀月 (2001)：國小自然科教師科學教學實踐知識與科學教學表徵之個案研究。國立彰化師範大學科學教育研究所博士論文。

簡紅珠 (1994): 師範生學科與學科教學的知識基礎。載於師範教育多元化與師資素質。臺北市:師大書苑。

藍治平、簡秀玲和張永達 (2002) 教學表徵多樣化的理論與應用-以國中生物「遺傳」的概念為例。科學教育月刊，248(3)，41-53。

鐘瑞珍 (2001): 國中生物教師教學表徵與學生學習之關係。國立高雄師範大學科學教育研究所碩士論文。

Anderson , R. D., & Mitchener, C. P. (1994). Research on science teacher education. In L. Gabel (Ed.), Handbook of research on science teaching and learning: A project of the National Science Teachers Association. New York: Macmillan Publishing Company.

Ball, D. L. (1990) The mathematical understandings that prospective teachers bring to teacher education. Elementary School Journal, 90(4), 449-466.

Berliner, D. C. (1986). In pursuit of expert pedagogue. Educational Researcher, 15(7), 5-13.

Berliner, D. C. (1988). Implications of studies of expertise in pedagogy for teacher education and evalution. In J. Pfleiderer(Ed.), New direction for teacher assessment. New Jersey: Educational Testing Service.

Berliner, D. C. (1988). The development of expertise in pedagogy. American Association of Colleges for Teacher Education, Washington, D.C. (ED 298 122)

Bloom, B. S., Engelhart, M. D., Frurst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook 1: Cogntive domain. New York: Longman.

Blosser, E.(1973). Review of research : Teacher questioning behavior in science classrooms. Clearinghouse for Science, Mathematics and Education.

Borko, H., & Livington, C. (1989). Cognition and improvisation: Differences in mathematics instruction by expert and novice teahers. American Educational Research Journal, 26(4), 473-498.

Burry, J. A., & Bolland, K. A. (1992). Describing expert science teaching. Journal of Personnal Evaluation in Education, 5,313-319.

Clermont, C. P., Borko, H., & Krajcik, J. S. (1994). Comparative study of the pedagogical content knowledge of experienced and novice chemical demonstrators. Journal of Research in Teaching, 31(4), 419-441.

Collette, A. T. & Chiappetta, E, L. (1989). Science instruction in middle and secondary
 schools. Columbusi Merrill.

Duit, R. (1991). On the role of analogies and metaphors in learning science. Science Education, 75(6), 649-672.

Fuller, F. F., & Bown, O. H. (1975). Becoming a teacher. In K. Ryan(Ed.), Teacher education (74th Yearbook of the National Society for the Study of Education). Chicago: University of Chicago Press.

Gallagher, S. A., Stepien, W. J., Sher, B. T., & Workman, D. (1995). Implementing problem base learning in science classrooms. School Science and Mathematics, 95(3), 136-146.

Garnett, P. J., & Tobin, K. (1988). Teaching for understanding: Exemplary practice in high school chemistry. Journal of Research in Science Teaching, 26(1), 1-14.

Gilbert, S. W. (1992). Systematic questioning: Taxonomies that develop critical thinking skills. The Science Teacher, 59(12), 41-46.

Grossman, P. L., Wilson, S. M., & Shulmsn, L. S.(1989). Teachers of substance: Subject matter knowledge for teaching. In M. C. Reynolds (Ed.), Knowledge base for the beginning teacher. New York: Pergamon Press.

Grossman, P. L. (1995). Teacher’s Knowledge. In L. Anderson(Ed.), International encyclopedia of teaching and teacher education (2nd ed.). New York: Pergamon.

Hauslein, P. L., Good, R. G.., & Cummins, C. L. (1992). Biology cognitive structure:From science student to science teacher. Journal of in Science Teaching, 29(9),939-946.

Kerry, T. (1982). Effective questioning: Ateaching skills workbook. Hong Kong:  
 Machillan Education LTD.

Leinhardt, G., & Smith, D. A. (1985). Expertise in mathematics instruction: Subject matter knowledge. Journal of Educational Psychology, 77(3), 247-271.

Lin, S. W., & Yang, J. H. (1999). Biology teachers’ knowledge base of instructional representations. Proceedings of the National Science Council. R.O.C.(D), 8(1), 22-32.

MacDonald, D. (1996). Making both the nature of science and science subject matter explicit intent of science teaching. Journal of Science Teacher Education, 7(3), 183-196.

Martin, A., Sexton, C., Wagner, K., & Gerlovich, J. (1998). What do you need to know about using question as a science teaching tool? Science for all children: methods & constructing understanding (pp.337-371), Boston: Allyn and Bacon.

McCormack, A. J. & Yager, R. E. (1989). A New Taxonomy of science education. The Science Teacher, 56(2), 47-48.

Paivio, A. (1986). Mental representations. A Dual Coding Approach. New York: Oxford University Press.

Sanders, L. R., Borko, H., & Lockard, J. D. (1993). Secondary science teachers’ knowledge base when teaching science courses in and out their area of certification. Journal of Research in Science Teaching, 30(7),723-726.

Sanford, J. P. (1984). Management and organizayion in science classroom. Journal of
Research in Science Teaching, 21(6),575-587.

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, February. 4-14.

Tobin, K., & Fraser, B. J. (1990). What does it mean to be an exemplary science teacher? Journal of Research in Science Teaching, 27(1), 3-25.

Wilson, S. M., Shulman, L. S., & Richert, A. (1987). “150 different ways” of knowing: Representations of knowledge in teaching. In J. Calderhead(Ed.), Exploring teachers’ thinking (pp. 104-124). London: Cassell Educational Limited.