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1.
There is an ongoing discussion about what content that should be taught in science education and there are different views among teachers about what represent good science content. However, teachers are not isolated individuals making their own interpretations, but are part of institutionalised systems building on patterns in the selection of teaching goals and content. Earlier research shows that teachers teach in alignment with different selective traditions, which can be understood as well-developed teaching habits. Individual teachers seem to develop their personal habits on the basis of the contextual situations created by earlier generations of teachers. In order to find out which content teachers find representative for science education, we asked nine teachers to take part in group interviews to talk about what they value as “good” science content. The participants were grouped according to their selective traditions expressed in earlier studies. The method was used to dynamically explore, challenge and highlight teachers’ views. The starting point for the group discussions is national tests in science. In Sweden, national tests in biology, physics and chemistry were introduced in secondary school science (year 9) in 2009. One overarching aim of these tests is to support the implementation of the science curricula and to include for example knowledge about socio-scientific issues (SSI). The content of the tests can consequently be seen as important for teachers to consider. The findings show that ‘resistance’ to including SSI is not just an issue for individual teachers. As individuals teachers can create many kinds of obstacles, but still be interested in integrating SSI in their science teaching. However, in group discussions the teachers tend to collectively adopt the scientific rational discourse. This discourse is what joins them and creates their common identity as science teachers. In turn, they seek to free scientific knowledge from social knowledge and thereby make assessment easier. 相似文献
2.
Building teacher identity with urban youth: Voices of beginning middle school science teachers in an alternative certification program 总被引：1，自引：0，他引：1
Teacher identity development and change is shaped by the interrelationship between personal biography and experience and professional knowledge linked to the teaching environment, students, subject matter, and culture of the school. Working from this framework, this study examines how beginning teacher interns who are part of an alternative route to teacher certification construct a professional identity as science educators in response to the needs and interests of urban youth. From the teacher interns, we learn that crafting a professional identity as a middle‐level science teacher involves creating a culture around science instruction driven by imagining “what can be,” essentially a vision for a quality and inclusive science curriculum implicating science content, teaching methods, and relationships with their students. The study has important implications for the preparation of a stronger and more diverse teaching force able to provide effective and inclusive science education for all youth. It also suggests the need for greater attention to personal and professional experience and perceptions as critical to the development of a meaningful teacher practice in science. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 1044–1062, 2004 相似文献
3.
Improving teacher questioning in science inquiry discussions through professional development 总被引：1，自引：0，他引：1
Alandeom W. Oliveira 《科学教学研究杂志》2010,47(4):422-453
4.
This article is a case study of a second-year middle school science teacher's beliefs about science and science teaching and how these beliefs influenced—or failed to influence—classroom instruction. It illustrates how beginning teachers struggle to reconcile (a) conflicting beliefs about what is desirable, and (b) conflicts between what they believe is desirable and what is possible within the constraints of their preparation and the institutions in which they work. This teacher, for example, struggled to reconcile his view of science as a creative endeavor with his belief that students need to be provided with a high degree of structure in order to learn within the context of formal schooling. He also had difficulty resolving the conflict between the informal (“messing about”) type of science learning that he believed was desirable and the personal and institutional constraints he faced in the classroom. 相似文献
5.
Mark Windschitl 《科学教学研究杂志》2004,41(5):481-512
Despite the ubiquity of the term “inquiry” in science education literature, little is known about how teachers conceptualize inquiry, how these conceptions are formed and reinforced, how they relate to work done by scientists, and if these ideas about inquiry are translated into classroom practice. This is a multicase study in which 14 preservice secondary science teachers developed their own empirical investigations—from formulating questions to defending results in front of peers. Findings indicate that participants shared a tacit framework of what it means to “do science” which shaped their investigations and influenced reflections on their inquiries. Some facets of the participants' shared model were congruent with authentic inquiry; however, the most consistent assumptions were misrepresentations of fundamental aspects of science: for example, that a hypothesis functions as a guess about an outcome, but is not necessarily part of a larger explanatory system; that background knowledge may be used to provide ideas about what to study, but this knowledge is not in the form of a theory or other model; and that theory is an optional tool one might use at the end of a study to help explain results. These ideas appear consistent with a “folk theory” of doing science that is promoted subtly, but pervasively, in textbooks, through the media, and by members of the science education community themselves. Finally, although all participants held degrees in science, the participants who eventually used inquiry in their own classrooms were those who had significant research experiences in careers or postsecondary study and greater science‐content background. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 481–512, 2004 相似文献
6.
Vicente Talanquer Ingrid Novodvorsky Debra Tomanek 《International Journal of Science Education》2013,35(10):1389-1406
The present study was designed to identify and characterize the major factors that influence entering science teacher candidates’ preferences for different types of instructional activities, and to analyze what these factors suggest about teacher candidates’ orientations towards science teaching. The study involved prospective teachers enrolled in the introductory science teaching course in an undergraduate science teacher preparation program. Our analysis was based on data collected using a teaching and learning beliefs questionnaire, together with structured interviews. Our results indicate that entering science teacher candidates have strong preferences for a few activity types. The most influential factors driving entering science teacher candidates’ selections were the potential of the instructional activities to motivate students, be relevant to students’ personal lives, result in transfer of skills to non‐science situations, actively involve students in goal‐directed learning, and implement curriculum that represents what students need to know. This set of influencing factors suggests that entering science teacher candidates’ orientations towards teaching are likely driven by one or more of these three central teaching goals: (1) motivating students, (2) developing science process skills, and (3) engaging students in structured science activities. These goals, and the associated beliefs about students, teaching, and learning, can be expected to favor the development or enactment of three major orientations towards teaching in this population of future science teachers: “motivating students,” “process,” and “activity‐driven.” 相似文献
7.
When experienced teachers respond at the moment to situational complexities, it is a complex phenomenon of adaptation. At a surface level these spontaneous actions can be described as immediate responses to cues [from the students, the teachers, or elsewhere in the environment]. An in‐depth examination of spontaneous teaching practice, however, reveals how complex and personal is this phenomenon of adaptation. Examples of spontaneous teaching practice and excerpts from two teachers’ explicated understandings are used to delineate each teacher's uniqueness in personal theory and practice, and to illustrate how these teachers implicitly work to maintain a sense of “rightness” in their teaching. The notion of a signal, as a personal cue acting at the belief level, is developed to explain what it means for a teacher to “just know” when something is or is not working or does or does not feel right. 相似文献
8.
Suzanne Brownhill Kay Wilhelm Alan Watson 《Asia-Pacific Journal of Teacher Education》2006,34(1):5-26
Teachers recruited to a cohort study in 1978 were interviewed to elicit their views on issues surrounding the education system and teaching profession. Qualitative data were derived from a semi‐structured interview and quantitative data included a self‐report measure of temperament and character. The findings highlight a “mismatch” between the characteristics or attributes of teachers and the shifting role of teachers to accommodate administrative and “social work” duties for which they have not been trained. This shift, in turn, takes them away from their core business of teaching. Furthermore, a common attribute of cooperativeness in this teaching cohort is more aligned with the teaching role which may explain teachers' frustration in having to accommodate an independent working style of administrator. Greater use of administrative support staff and counseling services to free teachers to do what they have been trained is more likely to reduce levels of work dissatisfaction. Mentoring of new graduates is more likely to buffer the stress as they make the transition from a learning to a teaching environment. A mentoring matrix is offered which features a bi‐directional exchange of “tried and true ideas” of experienced teachers and “new ideas” of new graduates. 相似文献
9.
This article reports the development and application of two instruments for assessing science teachers’ pedagogical knowledge in the context of teaching higher‐order thinking: a Likert‐type research instrument, and an instrument that analyzes classroom observations. The rationale for developing these instruments and their main categories is described. One hundred and fifty Israeli science teachers replied to the Likert‐type questionnaire. Results show that biology teachers gained a significantly higher score than either physics or chemistry teachers, that junior high school teachers scored significantly higher than high school teachers, and that a significant negative correlation was found between final scores and teaching experience. Participants in the classroom observation study were 14 teachers who attended a one‐year professional development course for teaching higher‐order thinking. The instrument was sensitive in detecting progress in teachers’ pedagogical knowledge in several categories, such as: Frequency of tasks that required higher‐order thinking; The variety of thinking strategies that teachers addressed during their lessons; Engagement of students in metacognitive thinking; and Using the “language of thinking” in class. The implications of the findings for research and practice are described. 相似文献
10.
Although a well‐corroborated scientific theory, the theory of evolution has continued to cause dilemmas for some individuals who have not easily been able to accommodate the concepts of this theory within their “cognitive culture.” The reason lies in the overlap of some ideas that the theory advocates with other social, epistemological, and religious beliefs. This study describes how 11 college biology students who completed a course on the theory of evolution perceive the relationship among their epistemological beliefs about science, their beliefs about religion, and their perception of nature and causality and their position regarding the theory of evolution. It also compares the different positions of the students to that of the course instructor. Questionnaires and semistructured interviews were used to collect data. Qualitative methods were used to analyze the data and identify the various positions of the students and course instructor. The students' positions ranged from complete acceptance to complete rejection of the theory of evolution. The results suggest that students' personal beliefs should not be dismissed or underestimated when teaching the theory of evolution. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 395–419, 2008 相似文献
11.
12.
This study explored whether early childhood preservice teachers' concerns about teaching nature of science (NOS) and their intellectual levels influenced whether and how they taught NOS at the preschool and primary (K‐3) levels. We used videotaped classroom observations and lesson plans to determine the science instructional practices at the preschool and primary levels, and to track whether and how preservice teachers emphasized NOS. We used the Stages of Concern Questionnaire (SOCQ) pre‐ and postinternship to determine concerns about NOS instruction, and the Learning Context Questionnaire (LCQ) to determine intellectual levels. We found that neither concerns about teaching NOS nor intellectual level were related to whether and how the preservice teachers emphasized NOS; however, we found that all preservice early childhood teachers began their internships with NOS concern profiles of “worried.” Two preservice teachers' NOS concerns profiles changed as a result of their internships; one to “cooperator” and one to “cooperator/improver.” These two preservice teachers had cooperating teachers who were aware of NOS and implemented it in their own science instruction. The main factors that hindered or facilitated teaching NOS for these preservice teachers were the influence of the cooperating teacher and the use of the science curriculum. The preservice teacher with the cooperating teacher who understood and emphasized NOS herself and showed her how to modify the curriculum to include NOS, was able to explicitly teach NOS to her students. Those in classrooms whose cooperating teachers did not provide support for NOS instruction were unable to emphasize NOS. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:213–233, 2010 相似文献
13.
Tonie Stolberg 《International Journal of Science Education》2013,35(7):909-912
Scientific and religious ways of thinking are central to an individual’s cognitive and cultural ways of making sense of the world. This paper explores what foundational concepts pre‐service primary teachers are employing when they teach science. The study measured the attitudes to science and religion of 92 pre‐service primary teachers. The categories traditionally used to describe the ways individuals’ relate science and religion were found to be inadequate when attempting to reflect the attitudes’ of the respondents. An alternative, phenonomenologically based diagnostic framework was then proposed, constructed as a two‐dimensional scale on which participant’s attitude to science/religion was assessed as either “epistemic” or “pragmatic”. Analysis of interviews with a representative sample of eight of the teachers showed that individual religio‐scientific frameworks could be linked to distinct differences in approach to the teaching of science. The impact of identifying the religio‐scientific framework of pre‐service teachers on the design of future educational programmes was then discussed. 相似文献
14.
《Teaching and Teacher Education》2006,22(7):946-960
Teacher educators and researchers have studied the improvement of teacher education programs so that pre-service teachers may be well prepared. Research has shown that not only teachers’ knowledge but also their beliefs have major influence on their approach to teaching. This present research examined the mathematics and science pre-service teachers’ beliefs and perceptions in Turkey. Specifically, the study focused on the student–teachers’ perspectives on “effective education” at the end of their subject area dominant program before the student teaching and the changes in those beliefs after having teaching experience. Many pre-service teachers described the teacher-centered environment as effective, and those who supported a student-centered environment discussed difficulties they faced in creating it during student and full-time teaching. 相似文献
15.
In New Zealand there is an increasing trend for people with prior occupational experiences to enter secondary teaching. At a time when the media is continually questioning the status and capability of the teaching profession, we explore what or who motivates people to change their occupational paths and enter the teaching profession. Our sample of 68 newly qualified change‐of‐career teachers reported multiple factors related to their decision to pursue teaching. The matrix of reasons involved a range of “push and pull” factors related to previous work and family experiences, values and task expectancies. Three cluster groups of teachers – “Looks Good”, “Time is Right” and “Teaching is Me” – were developed to illustrate the relative influence of different combinations of reasons. We looked at how these teachers' motivations and prior experiences impacted on early and long‐term career expectations and intentions. 相似文献
16.
This article studies the views and practices of a group of secondary school science teachers toward lesson planning. The two main questions posed are: “What do teachers do when they prepare their lessons?” and “What do teachers think of their own planning?” We describe the decisions made by the teachers, the things they take into account, what they give most importance to, the time spent, the source of their knowledge, and how they evaluate the results. The information was obtained by structured personal interviews, which were compared with reports written by the teachers. Our findings led us to reflect on ways in which lesson planning may be introduced into training programs. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 493–513, 1999 相似文献
17.
Teachers’ objects of responsibility: something to care about in education for sustainable development? 总被引：3，自引：2，他引：1
Answers to questions about good teaching in environmental education can be expressed in different selective traditions. Questions as to what should be included in good teaching tend to be addressed by both teachers and researchers on an ideological basis. This qualitative study uses a pragmatist approach, and aims to make an empirical contribution to the debate. Rather than telling teachers what they should teach, this interview study involved listening to ten upper secondary school teachers in Sweden, and their arguments concerning their long‐term teaching purposes. Why should students learn particular things? The teachers’ answers revealed habits and frequently used the same arguments. These arguments recurrently dealt with what teachers particularly cared about, and five objects of responsibility were identified in the interviews. These objects of responsibility constitute the starting points of teachers’ actions and can be seen as personal anchor points within a selective tradition. These points of departure remind the teachers of their teaching aims and objectives, and at the same time, keep them within a tradition. While they help the teachers in their everyday practice, they could just as easily be seen as tacit obstacles to efforts to change environmental education into Education for Sustainable Development. The results are also relevant for science education in general. Issues identified in the study include how the same scientific knowledge could be used for different purposes in education, and the different personal anchor points for long‐term purposes of teaching based on teachers’ own ideas of good teaching. These results can be important in developing a reflection tool for teachers, which in turn can help them to reflect more deeply about how they might change their teaching practices. 相似文献
18.
《Teaching and Teacher Education》1996,12(4):355-363
This study determined the relations between generative teaching and student teachers' social maturity, receptivity to criticism and ability to incorporate criticism. Additionally, the “more effective” and ‘less effective” student teachers were compared with respect to these personality characteristics and generative teaching. The subjects were 97 elementary student teachers. At the end of student teaching assignment, the subjects' generative teaching as well as their personality characteristics were evaluated. Results showed that personality characteristics accounted for 56.8% and 56.6% of the variance in the preactive and interactive generative teaching. The “more effective” student teachers were significantly more generative, more mature, and more receptive; they also incorporated criticism more often than the “less effective” ones. 相似文献
19.
Robert H. Evans 《科学教学研究杂志》1987,24(1):77-85
In light of the perceived national need for more science and math teachers, this study was conceived to:
- 1. Identify “teaching oriented” students among freshmen at a mid-western engineering school, who have chosen NOT to become teachers;
- 2. Find out what reasons these “potential” science and math teachers have for deciding not to pursue teaching careers;
- 3. Determine what amelioration of these problems would be necessary for them to no longer be factors which would inhibit students from becoming teachers.
20.
The purpose of this study was to investigate the beliefs of six experienced high school science teachers about (1) what is successful science learning; (2) what are the purposes of laboratory in science teaching; and (3) how inquiry is implemented in the classroom. An interpretive multiple case study with an ethnographic orientation was used. The teachers' beliefs about successful science learning were substantively linked to their beliefs about laboratory and inquiry implementation. For example, two teachers who believed that successful science learning was deep conceptual understanding, used verification labs primarily to illustrate these concepts and used inquiry as a type of isolated problem‐solving experience. Another teacher who believed that successful science learning was enculturation into scientific practices used inquiry‐based labs extensively to teach the practices of science. Tension in competing beliefs sets and implications for reform are discussed. ? 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 936‐960, 2004. 相似文献