本研究的目的在探討兩位自然與生活科技領域教師在「電路DIY」單元教學中所呈現的學科教學知識及遭遇的問題。透過實地參與教室觀察、個案繪製概念圖、訪談教師等蒐集相關資料，進行描述與分析。本研究發現：兩位自然與生活科技領域教師（一位為理工科系畢業，另一位為非理工科系畢業）呈現的學科教學知識在各個項度均有明顯差異，並且都遭遇教學時數不足與準備器材費時的問題。理工科系畢業的T1教師遭遇的困難多是教學中無法達到理想目標，或無法使學生主動建構新概念；非理工科系畢業的T2教師首先面臨基本教材內容概念不理解的考驗，最後提出一些啟示與建議。

The purpose of this study was to explore two science teachers' pedagogical content knowledge and problems in teaching the unit “DIY Circuit”. Data sources included classroom observations, interviews and videotapes, concept maps drawn by the two teachers, teacher-researcher communications, and teachers and researcher logs. The results of this study are as follows: the pedagogical content knowledge of the two science teachers (one majoring in science or engineering, the other one not majoring in science or engineering) has a lot of differences. The problems faced by both teachers during the teaching of the unit “DIT Circuit” are insufficient teaching time and spending too much time to prepare experiment equipments. The teacher not majoring in science or engineering felt difficult to understand some of the basic concepts about electric circuit, while the teacher majoring in science or engineering felt difficult to meet the goal set by the curriculum and does not know how to help her students to actively construct the basic concepts of electric circuit. Finally, the implications and suggestions are discussed.

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