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1.
This study examined prospective elementary teachers' learning about scientific inquiry in the context of an innovative life science course. Research questions included: (1) What do prospective elementary teachers learn about scientific inquiry within the context of the course? and (2) In what ways do their experiences engaging in science investigations and teaching inquiry‐oriented science influence prospective elementary teachers' understanding of science and science learning and teaching? Eleven prospective elementary teachers participated in this qualitative, multi‐participant case study. Constant comparative analysis strategies attempted to build abstractions and explanations across participants around the constructs of the study. Findings suggest that engaging in scientific inquiry supported the development more appropriate understandings of science and scientific inquiry, and that prospective teachers became more accepting of approaches to teaching science that encourage children's questions about science phenomena. Implications include careful consideration of learning experiences crafted for prospective elementary teachers to support the development of robust subject matter knowledge.  相似文献   

2.
This mixed‐methods investigation compared the relative impacts of instructional approach and context of nature of science instruction on preservice elementary teachers' understandings. The sample consisted of 75 preservice teachers enrolled in four sections of an elementary science methods course. Independent variables included instructional approach to teaching nature of science (implicit vs. explicit) and the context of nature of science instruction (as a stand‐alone topic vs. situated within instruction about global climate change and global warming). These treatments were randomly applied to the four class sections along a 2 × 2 matrix, permitting the comparison of outcomes for each independent variable separately and in combination to those of a control group. Data collection spanned the semester‐long course and included written responses to pre‐ and post‐treatment administrations of the VNOS‐B, semi‐structured interviews, and a variety of classroom artifacts. Qualitative methods were used to analyze the data with the goal of constructing profiles of participants' understandings of the nature of science and of global climate change /global warming (GCC/GW). These profiles were compared across treatments using non‐parametric statistics to assess the relative effectiveness of the four instructional approaches. Results indicated that preservice teachers who experienced explicit instruction about the nature of science made statistically significant gains in their views of nature of science regardless of whether the nature of science instruction was situated within the context of GCC/GW or as a stand‐alone topic. Further, the participants who experienced explicit nature of science instruction as a stand‐alone topic were able to apply their understandings of nature of science appropriately to novel situations and issues. We address the implications of these results for teaching the nature of science in teacher preparation courses. © 2010 Wiley Periodicals, Inc., Inc. J Res Sci Teach 48: 414–436, 2011  相似文献   

3.
This study investigated prospective secondary science teachers' understandings of and intentions to teach about scientific modelling in the context of a model‐based instructional module. Qualitative methods were used to explore the influence of instruction using dynamic computer modelling. Participants included 14 secondary science prospective teachers in the USA. Research questions included: (1) What do prospective teachers understand about models and modelling in science? (2) How do their understandings change, following building and testing dynamic computer models? and (3) What are prospective teachers' intentions to teach about scientific models? Scaffolds in the software, Model‐IT, enabled participants to easily build dynamic models. Findings related to the process, content, and epistemological aspects of modelling, including: (a) prospective teachers became more articulate with the language of modelling; and (b) the module enabled prospective teachers to think critically about aspects of modelling. Still, teachers did not appear to achieve full understanding of scientific modelling.  相似文献   

4.
The purpose of this pragmatic action research study was to explore our re‐conceptualization efforts in preparing pre‐service teachers to guide the inquiry process with formative assessment and subsequently use the understandings to improve our teacher preparation program. The process was guided by two questions: to what extent did course re‐conceptualization efforts lead to a more informed understanding of formative assessment by pre‐service teachers and did strategies enacted in the re‐conceptualized methods course foster or hinder pre‐service teachers' understanding of formative assessment? Data from this study support the following findings: (1) a substantial pre‐ to post‐methods course difference was realized in the pre‐service teachers' understanding of formative assessment; (2) explicit and contextualized approaches to formative assessment in the methods course led to increased understandings by pre‐service teachers; (3) an implicit approach led to improvements in course structure but did not foster pre‐service teachers' understanding of the reflexive nature of formative assessment; and (4) a field‐based case study on elementary science teaching both hindered and fostered our efforts with formative assessment. This study yields implications for pre‐service teacher education on formative assessment. To foster pre‐service teachers' knowledge and skills, we suggest explicit instruction on formative assessment combined with case studies, field experiences, and ongoing reflection. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 402–421, 2010  相似文献   

5.
The purpose of this study was to explicate the impact of an 8‐week science apprenticeship program on a group of high‐ability secondary students' understandings of the nature of science and scientific inquiry. Ten volunteers (Grades 10–11) completed a modified version of the Views of Nature of Science, Form B both before and after their apprenticeship to assess their conceptions of key aspects of the nature of science and scientific inquiry. Semistructured exit interviews provided an opportunity for students to describe the nature of their apprenticeship experiences and elaborate on their written questionnaire responses. Semistructured exit interviews were also conducted with the scientists who served as mentors for each of the science apprentices. For the most part, students held conceptions about the nature of science and scientific inquiry that were inconsistent with those described in current reforms. Participating science mentors held strong convictions that their apprentices had learned much about the scientific enterprise in the course of doing the science in their apprenticeship. Although most students did appear to gain knowledge about the processes of scientific inquiry, their conceptions about key aspects of the nature of science remained virtually unchanged. Epistemic demand and reflection appeared to be crucial components in the single case where a participant experienced substantial gains in her understandings of the nature of science and inquiry. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 487–509, 2003  相似文献   

6.
Interviews with key scientists involved in research on severe acute respiratory syndrome (SARS), together with analysis of media reports and documentaries produced during and after the SARS epidemic, revealed many interesting aspects of nature of science (NOS) and authentic scientific inquiry. This novel insight into practice in the rapidly growing field of molecular biology was used in the development of instructional materials for use in the pre‐service and in‐service teacher education programme at The University of Hong Kong. The elements of NOS and scientific inquiry identified in the scientific research on SARS were explicitly emphasized in our instructional materials. The contemporary real‐life context of SARS was found to be effective in promoting student‐teachers’ understanding of NOS and scientific inquiry, particularly in terms of: the realization of inseparable links between science and the social, cultural, and political environment; deeper understanding of how science and technology impact on each other; and a richer appreciation of the processes of authentic scientific inquiry and the humanistic character of scientists. The effectiveness is attributed to immediacy, relevance, and familiarity, making the abstract tangible, personal experience of science history, and the powerful affective impact of the interviews with scientists.  相似文献   

7.
Reform based curriculum offer a promising avenue to support greater student achievement in science. Yet teachers frequently adapt innovative curriculum when they use them in their own classrooms. In this study, we examine how 19 teachers adapted an inquiry‐oriented middle school science curriculum. Specifically, we investigate how teachers' curricular adaptations (amount of time, level of completion, and activity structures), teacher self‐efficacy (teacher comfort and student understanding), and teacher experience enacting the unit influenced student learning. Data sources included curriculum surveys, videotape observations of focal teachers, and pre‐ and post‐tests from 1,234 students. Our analyses using hierarchical linear modeling found that 38% of the variance in student gain scores occurred between teachers. Two variables significantly predicted student learning: teacher experience and activity structure. Teachers who had previously taught the inquiry‐oriented curriculum had greater student gains. For activity structure, students who completed investigations themselves had greater learning gains compared to students in classrooms who observed their teacher completing the investigations as demonstrations. These findings suggest that it can take time for teachers to effectively use innovative science curriculum. Furthermore, this study provides evidence for the importance of having students actively engaging in inquiry investigations to develop understandings of key science concepts. © 2010 Wiley Periodicals, Inc., J Res Sci Teach 48: 149–169, 2011  相似文献   

8.
This study described the conceptual understandings of 50 early childhood (Pre‐K‐3) preservice teachers about standards‐based lunar concepts before and after inquiry‐based instruction utilizing educational technology. The instructional intervention integrated the planetarium software Starry Night Backyard™ with instruction on moon phases from Physics by Inquiry by McDermott (1996). Data sources included drawings, interviews, and a lunar shapes card sort. Videotapes of participants' interviews were used along with the drawings and card sorting responses during data analysis. The various data were analyzed via a constant comparative method in order to produce profiles of each participant's pre‐ and postinstruction conceptual understandings of moon phases. Results indicated that before instruction none of the participants understood the cause of moon phases, and none were able to draw both scientific moon shapes and sequences. After the instruction with technology integration, most participants (82%) held a scientific understanding of the cause of moon phases and were able to draw scientific shapes and sequences (80%). The results of this study demonstrate that a well‐designed computer simulation used within a conceptual change model of instruction can be very effective in promoting scientific understandings. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 346–372, 2008  相似文献   

9.
Design‐Based Science (DBS) is a pedagogy in which the goal of designing an artifact contextualizes all curricular activities. Design is viewed as a vehicle through which scientific knowledge and real‐world problem‐solving skills can be constructed. Following Anderson and Hogan's (1999) call to document the design of new science pedagogies, this goal of this article is twofold: (a) to describe DBS, and (b) to evaluate whether significant science knowledge was constructed during consecutive enactments of three DBS units. In this study, 92 students participated in the consecutive enactments of three different DBS units. The development of their scientific knowledge was assessed through posters and models constructed during the curricular enactments and by identical pre‐ and post‐instruction written tests. The posttests showed considerable gains compared with the pretests, while the models and posters show application of this newly constructed knowledge in solving a design problem. These positive results support efforts being made to restructure school science around inquiry‐based curricula in general and design‐based curricula in particular. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 1081–1110, 2004  相似文献   

10.
The increased availability of computational modeling software has created opportunities for students to engage in scientific inquiry through constructing computer‐based models of scientific phenomena. However, despite the growing trend of integrating technology into science curricula, educators need to understand what aspects of these technologies promote student learning. This study used a multi‐method research approach involving both quantitative (Paper 1) and qualitative data (Paper 2) to examine student conceptual understanding of astronomical phenomena, relative to two different instructional experiences. Specifically, based on students' understandings of both spatial and declarative knowledge, we compared students who had constructed three‐dimensional computational models with students who had experienced traditional lecture‐based instruction. Quantitative analysis of pre‐interview and post‐interview data revealed that construction of three‐dimensional models best facilitated student understandings of spatially related astronomical concepts — whereas traditional instruction techniques best facilitated student understandings of fact‐oriented astronomical knowledge. This paper is the first in a two‐paper set that continues our line of research into whether problem‐based courses such as the Virtual Solar System course can be used as a viable alternative to traditional lecture‐based astronomy courses.  相似文献   

11.
We present an inquiry‐based, aquatic science professional development (PD) for upper‐elementary, middle, and high school teachers and examine changes in student outcomes in light of participating teachers’ characteristics and the grade band of the students. Our study lends support to the assertion that inquiry‐ and content‐focused PD, paired with classroom implementation, can effectively improve student learning. Our findings indicate that students improved in their nature of science (NOS) and aquatic science content knowledge and that these changes depended in some ways on the participating teachers’ characteristics and adherence to the program. The students’ improvements were amplified when their teachers adhered more closely to the PD activities during their classroom implementation. The teachers’ previous science PD experience and pre‐PD understanding of inquiry‐based teaching also explained some of the variability in student growth. In both NOS and content, students of teachers with less prior science‐PD experience benefited more. Grade band also explained variation in student outcomes through interactions with teacher‐characteristic variables. In high school, students of teachers with lower pre‐PD inquiry knowledge appeared to learn more about NOS. Our results suggest that inquiry and content training through PD may minimize disparities in teaching due to inexperience and lack of expertise. Our study also demonstrates the value of PD that teaches a flexible approach to inquiry and focuses on underrepresented, interdisciplinary content areas, like aquatic science. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 54:1219–1245, 2017  相似文献   

12.
The nature of science (NOS) has become a central goal of science education in many countries. This study sought an understanding of the extent to which a nature of science course (NOSC), designed according to the conceptualization of pedagogical content knowledge (PCK) for teaching nature of science (NOS), affects in-service science teachers’ understanding and learning of NOS, and their orientations towards teaching it. A qualitative research approach was employed as a research methodology, drawing upon pre- and post-instruction NOS questionnaires, field notes, and in-service teachers’ weekly journal entries and assignments. Open-ended NOS questionnaires, used to assess participants’ understandings of NOS, were analysed and categorized as either informed, partially informed and naive. Other qualitative data were analysed through an inductive process to identify ways in-service teachers engaged and learned in the NOSC. The results indicate that at the beginning of the course, a majority of the in-service science teachers held naive understandings of NOS, particularly with respect to the definition of science, scientific inquiry, and differences between laws and theories. They viewed implicit project-based science and science process skills as goals of NOS instruction. By engaging in the course, the in-service science teachers developed an understanding of NOS and orientations to teaching NOS based on various elements, especially reflective and explicit instruction, role modelling, and content- and non-content embedded instruction. The aim of this study is to help science teacher educators, consider how to support and develop science teachers’ understandings of NOS while being mindful of PCK for NOS, and develop methods for teaching NOS frameworks.  相似文献   

13.
The ubiquitous goals of helping precollege students develop informed conceptions of nature of science (NOS) and experience inquiry learning environments that progressively approximate authentic scientific practice have been long-standing and central aims of science education reforms around the globe. However, the realization of these goals continues to elude the science education community partly because of a persistent, albeit not empirically supported, coupling of the two goals in the form of ‘teaching about NOS with inquiry’. In this context, the present paper aims, first, to introduce the notions of, and articulate the distinction between, teaching with and about NOS, which will allow for the meaningful coupling of the two desired goals. Second, the paper aims to explicate science teachers’ knowledge domains requisite for effective teaching with and about NOS. The paper argues that research and development efforts dedicated to helping science teachers develop deep, robust, and integrated NOS understandings would have the dual benefits of not only enabling teachers to convey to students images of science and scientific practice that are commensurate with historical, philosophical, sociological, and psychological scholarship (teaching about NOS), but also to structure robust inquiry learning environments that approximate authentic scientific practice, and implement effective pedagogical approaches that share a lot of the characteristics of best science teaching practices (teaching with NOS).  相似文献   

14.
Learning to teach science as inquiry in the rough and tumble of practice   总被引：2，自引：0，他引：2  
This study examined the knowledge, beliefs and efforts of five prospective teachers to enact teaching science as inquiry, over the course of a one‐year high school fieldwork experience. Data sources included interviews, field notes, and artifacts, as these prospective teachers engaged in learning how to teach science. Research questions included 1) What were these prospective teachers' beliefs of teaching science? 2) To what extent did these prospective teachers articulate understandings of teaching science as inquiry? 3) In what ways, if any, did these prospective teachers endeavor to teach science as inquiry in their classrooms? 4) In what ways did the mentor teachers' views of teaching science appear to support or constrain these prospective teachers' intentions and abilities to teach science as inquiry? Despite support from a professional development school setting, the Interns' teaching strategies represented an entire spectrum of practice—from traditional, lecture‐driven lessons, to innovative, open, full‐inquiry projects. Evidence suggests one of the critical factors influencing a prospective teacher's intentions and abilities to teach science as inquiry, is the teacher's complex set of personal beliefs about teaching and of science. This paper explores the methodological issues in examining teachers' beliefs and knowledge in actual classroom practice. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 613–642, 2007.  相似文献   

15.
Science education models for secondary and college students as well as K‐12 teachers have been dominated by classroom‐based approaches. Recently, research apprenticeships wherein learners worked with practicing scientists on authentic scientific research have become increasingly popular. The purpose of this critical review of the literature was to review and synthesize empirical studies that have explored learning outcomes associated with research apprenticeships for science learners. We reviewed 53 studies of scientific research apprenticeship experiences for secondary students, undergraduates and teachers, both pre‐service and in‐service. The review explored various learning outcomes associated with participation in research apprenticeships. These outcomes included effects of apprenticeship experiences on participant career aspirations, ideas about the nature of science (NOS), understandings of scientific content, confidence for doing science and intellectual development. The extant literature supported many of the presumed positive associations between apprenticeship experiences and desired learning outcomes, but findings related to some themes (e.g., NOS understandings) supported conflicting conclusions. Implications included importance of the length of the apprenticeship, need to explicitly place attention on desired outcomes, and engagement of participants. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:235–256, 2010  相似文献   

16.
Does studying about the nature(s) of science contribute to a prospective teachers' effectiveness as a science teacher? This research grew out of a course created by a science educator and historian of science who believed prospective teachers needed more complex understandings of the cultural wars surrounding science. The research team consisted of five prospective teachers who participated in the course as well as the two instructors. This paper describes the experience of participating in the course from both perspectives. We argue that studying the cultural wars over science contributes to prospective teachers' professional growth as much because the course elicits tacit beliefs about school science as it introduces more complex understandings of science. We found that prospective teachers' tacit beliefs about school science were their greatest barrier to developing more complex understandings about the nature(s) of science. We contend that willingness to grapple with complexity and developing a professional identity by locating oneself in the conversations about the nature(s) of science are better criteria for determining the professional growth of prospective teachers than knowledge measures. Finally, we argue that prospective teachers should be viewed as professionals who are responsible for finding their own voice, making their own decisions, and considering the consequences of their beliefs on their practice. This study raises questions critical to teacher education programs for prospective teachers and teacher‐educators alike. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 895–915, 2000  相似文献   

17.
The theoretical construct of teacher noticing has allowed mathematics teacher educators to examine teacher thinking and practice by looking at the range of activities that teachers notice in the classroom. Guided by this approach to the study of teacher thinking, the central goal of this exploratory study was to identify what prospective science teachers notice when evaluating evidence of student understanding in another teacher's inquiry‐based unit. Our results are based on the qualitative analysis of 43 prospective teachers' evaluations of assessment evidence presented to them in the form of a video case and associated written artifacts. Analysis of our data revealed two major categories of elements, Task‐General and Task‐Specific, noticed by our study participants. Task‐General elements included attention to learning objectives, independent student work, and presentation issues and they often served to guide or qualify the specific inquiry skills that were evaluated. Task‐Specific elements included the noticing of students' abilities to perform different components of an investigation. In general, study participants paid attention to important general and specific aspects of student work in the context of inquiry. However, they showed preferential attention to those process skills associated with designing an investigation versus those practices related to the analysis of data and generation of conclusions. Additionally, their interpretations of assessment outcomes were largely focused on the demonstration of general science process skills; much less attention was paid to the analysis of the epistemological validity or scientific plausibility of students' ideas. Our results provide insights into the design of meaningful learning experiences for prospective teachers that elicit, challenge, and enrich their conceptions of student understanding in the context of inquiry. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 50:189–208, 2013  相似文献   

18.
What teaching practices foster inquiry and promote students to learn challenging subject matter in urban schools? Inquiry‐based instruction and successful inquiry learning and teaching in project‐based science (PBS) were described in previous studies (Brown & Campione, 1990 ; Crawford, 1999 ; Krajcik, Blumenfeld, Marx, Bass, & Fredricks, 1998 ; Krajcik, Blumenfeld, Marx, & Solloway, 1994 ; Minstrell & van Zee, 2000 ). In this article, we describe the characteristics of inquiry teaching practices that promote student learning in urban schools. Teaching is a major factor that affects both achievement of and attitude of students toward science (Tamir, 1998 ). Our involvement in reform in a large urban district includes the development of suitable learning materials and providing continuous and practiced‐based professional development (Fishman & Davis, in press; van Es, Reiser, Matese, & Gomez, 2002 ). Urban schools face particular challenges when enacting inquiry‐based teaching practices like those espoused in PBS. In this article, we describe two case studies of urban teachers whose students achieved high gains on pre‐ and posttests and who demonstrated a great deal of preparedness and commitment to their students. Teachers' attempts to help their students to perform well are described and analyzed. The teachers we discuss work in a school district that strives to bring about reform in mathematics and science through systemic reform. The Center for Learning Technologies in Urban Schools (LeTUS) collaborates with the Detroit Public Schools to bring about reform in middle‐school science. Through this collaboration, diverse populations of urban‐school students learn science through inquiry‐oriented projects and the use of various educational learning technologies. For inquiry‐based science to succeed in urban schools, teachers must play an important role in enacting the curriculum while addressing the unique needs of students. The aim of this article is to describe patterns of good science teaching in urban school. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 722–745, 2006  相似文献   

19.
In this study, we seek a better understanding of how individuals and their daily interactions shape and reshape social structures that constitute a classroom community. Moreover, we provide insight into how discourse and classroom interactions shape the nature of a learning community, as well as which aspects of the classroom culture may be consequential for learning. The participants in this study include two teachers who are implementing a new environmental science program, Global Learning through Observation to Benefit the Environment (GLOBE), and interacting with 54 children in an urban middle school. Both qualitative and quantitative data are analyzed and presented. To gain a better understanding of the inquiry teaching within classroom communities, we compare and contrast the discourse and interactions of the two teachers during three parallel environmental science lessons. The focus of our analysis includes (1) how the community identifies the object or goal of its activity; and (2) how the rights, rules, and roles for members are established and inhabited in interaction. Quantitative analyses of student pre‐ and posttests suggest greater learning for students in one classroom over the other, providing support for the influence of the classroom community and interactional choices of the teacher on student learning. Implications of the findings from this study are discussed in the context of curricular design, professional development, and educational reform. ? 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 905‐935, 2004.  相似文献   

20.
Grounded in Hallidayan perspectives on academic language, we report on our development of an educative science assessment as one component of the language-rich inquiry science for English-language learners teacher professional learning project for middle school science teachers. The project emphasizes the role of content-area writing to support teachers in diagnosing their students’ emergent understandings of science inquiry practices, science content knowledge, and the academic language of science, with a particular focus on the needs of English-language learners. In our current school policy context, writing for meaningful purposes has received decreased attention as teachers struggle to cover large numbers of discrete content standards. Additionally, high-stakes assessments presented in multiple-choice format have become the definitive measure of student science learning, further de-emphasizing the value of academic writing for developing and expressing understanding. To counter these trends, we examine the implementation of educative assessment materials—writing-rich assessments designed to support teachers’ instructional decision making. We report on the qualities of our educative assessment that supported teachers in diagnosing their students’ emergent understandings, and how teacher–researcher collaborative scoring sessions and interpretation of assessment results led to changes in teachers’ instructional decision making to better support students in expressing their scientific understandings. We conclude with implications of this work for theory, research, and practice.  相似文献   

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