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1.
Leigh Ann Haefner Carla Zembal‐Saul 《International Journal of Science Education》2013,35(13):1653-1674
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.
Issues regarding scientific explanation have been of interest to philosophers from Pre-Socratic times. The notion of scientific explanation is of interest not only to philosophers, but also to science educators as is clearly evident in the emphasis given to K-12 students' construction of explanations in current national science education reform efforts. Nonetheless, there is a dearth of research on conceptualizing explanation in science education. Using a philosophically guided framework—the Nature of Scientific Explanation (NOSE) framework—the study aims to elucidate and compare college freshmen science students', secondary science teachers', and practicing scientists' scientific explanations and their views of scientific explanations. In particular, this study aims to: (1) analyze students', teachers', and scientists' scientific explanations; (2) explore the nuances about how freshman students, science teachers, and practicing scientists construct explanations; and (3) elucidate the criteria that participants use in analyzing scientific explanations. In two separate interviews, participants first constructed explanations of everyday scientific phenomena and then provided feedback on the explanations constructed by other participants. Major findings showed that, when analyzed using NOSE framework, participant scientists did significantly “better” than teachers and students. Our analysis revealed that scientists, teachers, and students share a lot of similarities in how they construct their explanations in science. However, they differ in some key dimensions. The present study highlighted the need articulated by many researchers in science education to understand additional aspects specific to scientific explanation. The present findings provide an initial analytical framework for examining students' and science teachers' scientific explanations. 相似文献
3.
Nam‐Hwa Kang 《科学教学研究杂志》2007,44(9):1292-1317
The purpose of this study was to examine the ways in which elementary teachers applied their understanding of conceptual learning and teaching to their instructional practices as they became knowledgeable about conceptual change pedagogy. Teachers' various ways to interpret and utilize students' prior ideas were analyzed in both epistemological and ontological dimensions of learning. A total of 14 in‐service elementary teachers conducted an 8‐week‐long inquiry into students' conceptual learning as a professional development course project. Major data sources included the teachers' reports on their students' prior ideas, lesson plans with justifications, student performance artifacts, video‐recorded teaching episodes, and final reports on their analyses of student learning. The findings demonstrated three epistemologically distinct ways the teachers interpreted and utilized students' prior ideas. These supported Kinchin's epistemological categories of perspectives on teaching including positivist, misconceptions, and systems views. On the basis of Chi's and Thagard's theories of conceptual change, the teachers' ontological understanding of conceptual learning was differentiated in two ways. Some teachers taught a unit to change the ontological nature of student ideas, whereas the others taught a unit within the same ontological categories of student ideas. The findings about teachers' various ways of utilizing students' prior ideas in their instructional practices suggested a number of topics to be addressed in science teacher education such as methods of utilizing students' cognitive resources, strategies for purposeful use of counter‐evidence, and understanding of ontological demands of learning. Future research questions were suggested. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1292–1317, 2007 相似文献
4.
Barbara A. Crawford 《科学教学研究杂志》2007,44(4):613-642
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
5.
The main objective of this study was to compare pre‐service English teachers' self‐efficacy beliefs with the instructors' views of the teaching competence of these pre‐service teachers. Thirty‐nine student teachers (13 males and 26 females) and five female instructors participated in the study. For data collection, student teacher and instructor versions of the same scale were used. The results of the research indicated that the student teachers' self‐efficacy judgments were higher than the instructors' judgments for the student teachers' teaching competence. Interviews with the instructors indicated that enactive experiences and verbal persuasion seem to be important factors which affect the personal efficacy beliefs of the prospective teachers in the current study. 相似文献
6.
The current reform movement in science education promotes standards‐based teaching, including the use of inquiry, problem solving, and open‐ended questioning, to improve student achievement. This study examines the influence of standards‐based teaching practices on the achievement of urban, African‐American, middle school science students. Science classes of teachers who had participated in the professional development (n = 8) of Ohio's statewide systemic initiative (SSI) were matched with classes of teachers (n = 10) who had not participated. Data were gathered using group‐administered questionnaires and achievement tests that were specifically designed for Ohio's SSI. Analyses indicate that teachers who frequently used standards‐based teaching practices positively influenced urban, African‐American students' science achievement and attitudes, especially for boys. Additionally, teachers' involvement in the SSI's professional development was positively related to the reported use of standards‐based teaching practices in the classroom. The findings support the efficacy of high‐quality professional development to change teaching practices and to enhance student learning. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 1019–1041, 2000 相似文献
7.
The study presented in this paper integrates data from four combined research studies, which are both qualitative and quantitative in nature. The studies describe freshman science student teachers' beliefs about teaching and learning. These freshmen intend to become teachers in Germany in one of four science teaching domains (secondary biology, chemistry, and physics, respectively, as well as primary school science). The qualitative data from the first study are based on student teachers' drawings of themselves in teaching situations. It was formulated using Grounded Theory to test three scales: Beliefs about Classroom Organisation, Beliefs about Teaching Objectives, and Epistemological Beliefs. Three further quantitative studies give insight into student teachers' curricular beliefs, their beliefs about the nature of science itself, and about the student- and/or teacher-centredness of science teaching. This paper describes a design to integrate all these data within a mixed methods framework. The aim of the current study is to describe a broad, triangulated picture of freshman science student teachers' beliefs about teaching and learning within their respective science teaching domain. The study reveals clear tendencies between the sub-groups. The results suggest that freshman chemistry and—even more pronouncedly—freshman physics student teachers profess quite traditional beliefs about science teaching and learning. Biology and primary school student teachers express beliefs about their subjects which are more in line with modern educational theory. The mixed methods approach towards the student teachers' beliefs is reflected upon and implications for science education and science teacher education are discussed. 相似文献
8.
This article investigates three teachers' conceptions and use of inquiry‐based instructional strategies throughout a professional development program. The professional development program consisted of a 2‐week summer inquiry institute and research experience in university scientists' laboratories, as well as three academic year workshops. Insights gained from an in‐depth study of these three secondary teachers resulted in a model of teacher conceptions that can be used to direct future inquiry professional development. Teachers' conceptions of inquiry teaching were established through intensive case–study research that incorporated extensive classroom observations and interviews. Through their participation in the professional development experience, the teachers gained a deeper understanding of how to implement inquiry practices in their classrooms. The teachers gained confidence and practice with inquiry methods through developing and presenting their institute‐developed inquiry lessons, through observing other teachers' lessons, and participating as students in the workshop inquiry activities. Data analysis revealed that a set of four core conceptions guided the teachers' use of inquiry‐based practices in their classrooms. The teachers' conceptions of science, their students, effective teaching practices, and the purpose of education influenced the type and amount of inquiry instruction performed in the high school classrooms. The research findings suggest that to be successful inquiry professional development must not only teach inquiry knowledge, but it must also assess and address teachers' core teaching conceptions. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1318–1347, 2007 相似文献
9.
《Studying Teacher Education》2013,9(3):311-328
This self-study investigated student teachers' perceptions of teacher educators modeling practices within a large lecture class in an initial teacher education program. It also studied factors that affected student teachers' developing ideas and practice. Phase 1 collected data from student teachers through focus group interviews and course and teaching evaluations, as well as data from lecturers. Phase 2 collected further qualitative data from teacher educators to inform questions arising from Phase 1 findings. While student teachers' perceptions of critically reflective processes and teaching models modeled by lecturers were varied, they affirmed the positive value of lecturer modeling. Data highlighted gaps between lecturers' intentions and the student teachers' perceptions. Data confirm that effective modeling is difficult to achieve, particularly in large lectures. Student teachers were challenged by the demands of engaging critically with new content while also being attentive to modeling. Recommendations include explicitly unpacking our teaching practices, using training strategies to support student teachers in developing the ability to reflect critically, and increasing opportunities for student teachers to practice various teaching models and strategies. 相似文献
10.
Understanding the interaction between internally constructed and externally imposed aspects of the teaching context may be the missing link between calls for school reform and teachers' interpretation and implementation of that reform. Although the context of the local school culture has a profound impact on teachers, there are other external forces that are specifically aimed at influencing teachers' pedagogical and curricular decisions. These externally imposed aspects of context include some of the existing tools of reform, such as national standards, mandated state core curricula, and related criterion‐referenced testing. However, little is known about how these reform tools impact teachers' thinking about science and science teaching or how teachers respond to such tools. This study examined the interactions between individual teachers' beliefs about teaching and learning science in elementary school and the tools of reform that are imposed upon them. Comparative case studies were conducted in which two elementary teachers' science instruction, teaching context, and related beliefs were examined, described, and analyzed. In this study, the teachers' fundamental beliefs about science and what it means to teach and learn science influenced their interpretations of the sometimes contradictory messages of reform as they are represented in the standards, mandated curriculum, and end‐of‐level tests. Suggestions about what these findings mean for needed aspects of teacher professional development are offered. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 396–423, 2007 相似文献
11.
Earlier reports have shown that prospective teachers' conceptions about teaching science to a high degree are resistant and do not change substantially during the teacher‐training programme. In our investigation we elucidate the prospective teachers' initial conceptions about pupils' understanding of science and mathematics. We applied ‘The Lesson Preparation Method' and used a phenomenographic approach in order to reveal the range of conceptions that the prospective teachers hold. A third of the prospective teachers did not consider pupils' conceptions when planning lessons. The rest of the 32 participants expressed awareness; some of the prospective teachers even referred to subject‐specific teaching experience. Also regarding the prospective teachers' conceptions about pupils' knowledge and beliefs, as well as about pupils' difficulties, there was a significant diversity. By raising these issues about pedagogical content knowledge the prospective teachers' conceptions can be extended and developed during the education. 相似文献
12.
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
13.
Kathleen J. Roth Helen E. Garnier Catherine Chen Meike Lemmens Kathleen Schwille Nicole I.Z. Wickler 《科学教学研究杂志》2011,48(2):117-148
The Science Teachers Learning from Lesson Analysis (STeLLA) project is a videobased analysis‐of‐practice PD program aimed at improving teacher and student learning at the upper elementary level. The PD program developed and utilized two “lenses,” a Science Content Storyline Lens and a Student Thinking Lens, to help teachers analyze science teaching and learning and to improve teaching practices in this year‐long program. Participants included 48 teachers (n = 32 experimental, n = 16 control) and 1,490 students. The STeLLA program significantly improved teachers' science content knowledge and their ability to analyze science teaching. Notably, the STeLLA teachers further increased their classroom use of science teaching strategies associated with both lenses while their students increased their science content knowledge. Multi‐level HLM analyses linked higher average gains in student learning with teachers' science content knowledge, teachers' pedagogical content knowledge about student thinking, and teaching practices aimed at improving the coherence of the science content storyline. This paper highlights the importance of the science content storyline in the STeLLA program and discusses its potential significance in science teaching and professional development more broadly. © 2011 Wiley Periodicals, Inc., J Res Sci Teach 48: 117–148, 2011 相似文献
14.
This study assessed the influence of a 3‐year professional development program on elementary teachers' views of nature of science (NOS), instructional practice to promote students' appropriate NOS views, and the influence of participants' instruction on elementary student NOS views. Using the VNOS‐B and associated interviews the researchers tracked the changes in NOS views of teacher participants throughout the professional development program. The teachers participated in explicit–reflective activities, embedded in a program that emphasized scientific inquiry and inquiry‐based instruction, to help them improve their own elementary students' views of NOS. Elementary students were interviewed using the VNOS‐D to track changes in their NOS views, using classroom observations to note teacher influences on student ideas. Analysis of the VNOS‐B and VNOS‐D showed that teachers and most grades of elementary students showed positive changes in their views of NOS. The teachers also improved in their science pedagogy, as evidenced by analysis of their teaching. Implications for teacher professional development programs are made. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 653–680, 2007 相似文献
15.
This investigation explores the effectiveness of a teacher preparation program aligned with situated learning theory on preservice science teachers' use of technology during their student teaching experiences. Participants included 26 preservice science teachers enrolled in a 2‐year Master of Teaching program. A specific program goal was to prepare teachers to use technology to support reform‐based science instruction. To this end, the program integrated technology instruction across five courses and situated this instruction within the context of learning and teaching science. A variety of data sources were used to characterize the participants' intentions and instructional practices, including classroom observations, lesson plans, interviews, and written reflections. Data analysis followed a constant comparative process with the goal of describing if, how, and why the participants integrated technology into their instruction and the extent to which they applied, adapted, and innovated upon what they learned in the science teacher preparation program. Results indicate that all participants used technology throughout their student teaching for reform‐based science instruction. Additionally, they used digital images, videos, animations, and simulations to teach process skills, support inquiry instruction, and to enhance student engagement in ways that represented application, adaptation, and innovation upon what they learned in the science teaching methods program. Participants cited several features of the science teacher preparation program that helped them to effectively integrate technology into their instruction. These included participating in science lessons in which technology was modeled in the context of specific instructional approaches, collaborating with peers, and opportunities for feedback and reflection after teaching lessons. The findings of this study suggest that situated learning theory may provide an effective structure for preparing preservice teachers to integrate technology in ways that support reform‐based instruction. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 50:348–379, 2013 相似文献
16.
This article describes an exploratory case study of secondary school physics teachers' conceptions of scientific evidence. The nature of teachers' conceptions of evidence was derived from an analysis of data collected from 1 preservice and 2 in‐service teachers. Each teacher responded to a series of research prompts in multiple interviews and handwritten tasks. In these research prompts, the teachers thought aloud while designing experiments and critically evaluating student‐collected data as presented in hypothetical classroom scenarios. Spoken and written data were recorded. The data set was coded and analyzed using standard qualitative analysis techniques. Data from this study suggest that, while contemplating the reliability and validity of hypothetical student‐generated scientific evidence, the teachers frequently intertwined conceptions of evidence with subject matter concepts centrally relevant to the hypothetical investigation. Data also indicate that the relationship between subject matter knowledge and conceptions of evidence was more pronounced for some conceptions of evidence than for others. Results suggest that a fuller study is warranted. Suggestions for future research include exploring such relationships in other physics content areas as well as other scientific disciplines. Implications for science teacher education suggest that science and science methods courses should encourage preservice teachers to engage in original scientific research, as well as participate in peer review and critique. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 721–736, 2003 相似文献
17.
Guoyuan Sang Martin Valcke Johan van Braak Chang Zhu Jo Tondeur Kailian Yu 《Asia-Pacific Journal of Teacher Education》2012,40(4):363-378
The present study aims to challenge primary school science teachers' beliefs about education and teaching efficacy, as well as their teaching practices, through a video-case-based intervention programme in a Chinese educational setting. A total of 46 in-service teachers were involved in this study (experimental group = 23, control group = 23). Pre- and post-intervention surveys were administered to examine possible changes in the participants' beliefs about education and science teaching efficacy. Video data were gathered through classroom observations of 9 participants from the experimental group and 9 participants from the control group. The results of one-way analysis of covariance indicate that the reported post-intervention beliefs of teachers who participated in the programme differed significantly from their pre-intervention beliefs. More specifically, teachers in the experimental groups reported fewer traditional and more constructivist beliefs after the intervention, as well as stronger personal science teaching efficacy beliefs. One exception included beliefs about science teaching outcome expectancy. The video data showed that teaching practices became more constructivist in terms of both practical activities and student ICT use. 相似文献
18.
Teachers' learning to facilitate high‐level student thinking: Impact of a video‐based professional development 
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下载免费PDF全文 Attaining the vision for science teaching and learning emphasized in the Framework for K‐12 Science Education and the next generation science standards (NGSS) will require major shifts in teaching practices in many science classrooms. As NGSS‐inspired cognitively demanding tasks begin to appear in more and more science classrooms, facilitating students' engagement in high‐level thinking as they work on these tasks will become an increasingly important instructional challenge to address. This study reports findings from a video‐based professional development effort (i.e., professional development [PD] that use video‐clips of instruction as the main artifact of practice to support teacher learning) to support teachers' learning to select cognitively demanding tasks and to support students' learning during the enactment of these tasks in ways that are aligned with the NGSS vision. Particularly, we focused on the NGSS's charge to get students to make sense of and deeply think about scientific ideas as students try to explain phenomena. Analyses of teachers' pre‐ and post‐PD instruction indicate that PD‐participants began to adopt instructional practices associated with facilitating these kinds of student thinking in their own classrooms. The study has implications for the design of video‐based professional development for science teachers who are learning to facilitate the NGSS vision in science classrooms. 相似文献
19.
Margareta Maria Thomson Bradley Gregory 《International Journal of Science Education》2013,35(11):1800-1823
This study unveils the stories of 3 public school elementary teachers from the USA who reflected on their beliefs about science education reform, and implementation of the reform in their classroom teaching, in response to state recommendations for change in science education. The teachers' stories show how various factors assisted or impeded the implementations of reform in their teaching, the various challenges related to their grade-level teaching, and the teachers' personal struggles to make sense of reform recommendations. Within each case study, we describe 4 common themes from the teachers' interviews. These themes are related to teachers' science teaching strategies, their science teaching efficacy beliefs about adopting reform, the types of science learning outcomes teachers target, and the types of teaching resources available to them. Implications for teacher education and practice are discussed in relationship with study findings. 相似文献