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1.
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
2.
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
3.
Teaching through controversial, politically charged issues is promoted in Anglo-American democracies as a key means for cultivating active citizenry and democratic values. However, the challenges of discussing controversial issues in the classroom may differ in younger, deeply divided democracies that lack common ground and institutional stability. In this study we ask, what approaches to the teaching of controversial issues do Israeli teachers adopt while enacting a curricular unit concerning Israel’s founding fathers? The data were collected in an ethnographic study in two primary schools during the 2012–2013 school year. We use linguistic ethnographic methods to analyse the curricular materials and their enactment in four video-recorded lessons in three classrooms. We argue that while the curriculum addresses deeply controversial content, it is designed to inculcate a shared national ethos and therefore avoids controversy. In practice, teachers and students engaged with controversial issues, but in ways that defused their volatility. We highlight two heretofore undocumented approaches to controversial issues: (1) sidestepping controversy by stripping it of real world complexities, and (2) scholasticizing the discussion by focusing on literacy practices. Finally, we discuss the rationales for using these two approaches to defuse controversy in the classroom, and their limitations. 相似文献
4.
What are the barriers to technology‐rich inquiry pedagogy in urban science classrooms, and what kinds of programs and support structures allow these barriers to be overcome? Research on the pedagogical practices within urban classrooms suggests that as a result of many constraints, many urban teachers' practices emphasize directive, controlling teaching, that is, the “pedagogy of poverty” (Haberman, 1991 ), rather than the facilitation of students' ownership and control over their learning, as advocated in inquiry science. On balance, research programs that advocate standards‐based or inquiry teaching pedagogies demonstrate strong learning outcomes by urban students. This study tracked classroom research on a technology‐rich inquiry weather program with six urban science teachers. The teachers implemented this program in coordination with a district‐wide middle school science reform. Results indicated that despite many challenges in the first year of implementation, students in all 19 classrooms of this program demonstrated significant content and inquiry gains. In addition, case study data comprised of twice‐weekly classroom observations and interviews with the six teachers suggest support structures that were both conducive and challenging to inquiry pedagogy. Our work has extended previous studies on urban science pedagogy and practices as it has begun to articulate what role the technological component plays either in contributing to the challenges we experienced or in helping urban science classrooms to realize inquiry science and other positive learning values. Although these data outline results after only the first year of systemic reform, we suggest that they begin to build evidence for the role of technology‐rich inquiry programs in combating the pedagogy of poverty in urban science classrooms. © 2002 John Wiley & Sons, Inc. J Res Sci Teach 39: 128‐150, 2002 相似文献
5.
Science teachers and educators seek to promote equity and inclusion within their classrooms. Yet, many do not examine how their roles could reproduce oppression that continues to exclude certain groups of students. Centering on how oppression interacts with science teaching and learning, this naturalistic study observed Ms. William and her implementation of two STEM units that integrate science and engineering, to understand power, race, and privilege dynamics in her middle school STEM classrooms. Specifically, we focused on understanding oppression at the interpersonal and internalized level in Ms. William's class. We collected and analyzed video recorded lessons from two different classrooms, two STEM curricula Ms. William had co-developed, and conducted semi-structured interviews after she taught her two STEM units. We identified themes of oppression perpetuated in the classroom by employing thematic analysis, which when guided by our theoretical framework enabled us to illuminate the complex relationship between science teaching and maintaining whiteness as the dominant discourse in science learning. Our findings suggest that an active and critical role from science teachers and educators are required; we must reflect deeply on our science curriculum and teaching strategies and identify practices that remains to be oppressive if promoting equity and inclusion is at the forefront of our science teaching. 相似文献
6.
Gail Jones Laura Robertson Grant E. Gardner Sharon Dotger Margaret R. Blanchard 《International Journal of Science Education》2013,35(15):2371-2391
The use of kits in elementary science classes is a growing trend in some countries. Kits provide materials and inquiry lessons in a ready-to-teach format for teachers to use in their science instruction. This study examined elementary teachers' instructional strategies, classroom practices, and assessment types in relation to the frequency of science kit use. A total of 503 elementary teachers from an urban school district received professional development, implemented kits in their classrooms for a year, and then completed a survey about science kit use and teaching practices. Despite similarities in demographic characteristics (gender, ethnicity, certification/educational level), there were significant differences in teachers' use of inquiry-based teaching and assessment practices by kit use. Teachers who reported using kits the most often were significantly more likely to report that their students designed and implemented laboratory investigations as well recorded, represented, and analyzed data. In addition, the high kit users indicated that they were more likely to use student groups, require students to use evidence to support claims, and use alternative assessments of student work including portfolios, notebooks, and long-term projects than those teachers who used kits less frequently. Those teachers who reported using kits the least often were significantly more likely to report having students practice for standardized tests. The role of kits in promoting reform-based teaching practices is discussed. 相似文献
7.
Around the world, there have been curricula reforms involving the incorporation of the inquiry-based teaching and learning strategy in secondary school science education in general and in practical work in particular. Research in inquiry-based practical work (IBPW) has focused, for example, on aspects of the strategy itself, on teacher professional development, and on classroom teaching and learning based on the strategy. However, the question of the extent to which teaching practices linked to the implementation of practical work are actually inquiry-based, was still to be answered. To draw on the answer to this question to inform professional development practice and research, we focused on the case of physical sciences classrooms in two resource-constrained South African schools. In this regard, we used a conceptual framework based on the Interconnected Model of Teachers' Professional Growth and including a framework of teaching practices. In the data collection, we used a multimethod case study approach and to analyze the data, we combined the inductive and deductive approaches in thematic analysis. The results show that in the initiation, planning, and classroom implementation phases of practical work, many of the teaching practices of participants were inconsistent with inquiry-based teaching and learning, although some other practices were consistent with this type of teaching and learning. At the same time, some of the consistent practices were at a rather low level of implementation. We have discussed the theory-, practice-, and research-based implications of these results, in relation to the implementation of IBPW in resource-constrained physical sciences classrooms in South Africa and internationally. 相似文献
8.
《Early education and development》2013,24(2):225-238
Within early childhood research considerable emphasis has been placed on examining teachers' beliefs about developmentally appropriate practices in the classroom. The purpose of this study was to describe Head Start teacher beliefs and self-reported practices as they relate to classroom quality and examine the potential differences in the beliefs of those teaching in high, average, and low quality classrooms. Scores on two subscales, appropriate and inappropriate, for both self-reported beliefs and practices were used as the dependent variables. Analysis of variance was used to examine differences between the self-reported beliefs and practices of teachers in classrooms of differing quality. The results for both the appropriate beliefs and appropriate activities subscales were statistically nonsignificant. However, the results for the two inappropriate subscales were statistically significant. These results would seem to indicate that teachers in the low quality group tended to respond more favorably to statements about inappropriate beliefs and practices than did those teachers in either the high or average quality classrooms. These findings provide important information about offering professional development opportunities for Head Start teachers that focus on providing theoretical perspectives on children's development and instructional practices aimed at changing beliefs about teaching practices. 相似文献
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10.
《Teaching and Teacher Education》1988,4(3):189-213
This study examined relationships among teachers' management effectiveness ratings, student achievement, social and academic participation structures, patterns of instructional sequencing and teachers' contributions to thematic development in classroom lessons. Representative case samples were selected to explore effective and less effective management and instructional practices in four junior high school English classrooms. Patterned differences across classrooms were identified in (a) the demands placed on students to interpret subtle changes in their rights and obligations for participating, and (b) the development of a conceptual framework to guide academic participation and meaning construction processes. Implications are provided as a set of questions to guide instructional planning and reflection. 相似文献
11.
Recai Akkus Murat Gunel Brian Hand 《International Journal of Science Education》2013,35(14):1745-1765
Many state and federal governments have mandated in such documents as the National Science Education Standards that inquiry strategies should be the focus of the teaching of science within school classrooms. The difficult part for success is changing teacher practices from perceived traditional ways of teaching to more inquiry‐based approaches. Arguments are often made about the effectiveness of these traditional strategies. The purpose of this study was to compare the effectiveness of the inquiry‐based approach known as the Science Writing Heuristic approach as a treatment to traditional teaching practices on students' post‐test scores in relation to students' achievement level and teacher's implementation of the approach. A mixed‐method research approach was used to analyze the teacher observational data and students' test results. The major findings of this study are that the quality of the implementation does have an impact on student performance on post‐test scores and that high‐quality implementation of the Science Writing Heuristic approach has significant advantages in closing the achievement gap within science classrooms. 相似文献
12.
Margaret Akinyi Obondo 《Diaspora, Indigenous, and Minority Education》2018,12(3):111-123
This study focuses on teachers of new arrival migrant pupils in a provincial school district in mid-Sweden. The paper draws from qualitative interviews with these teachers and extracts from lessons of as well as written reflections of these lessons. The study explores the teachers’ perspectives and pedagogical responses to newcomer migrants in their classrooms. The pedagogical practices are analyzed for culturally responsive teaching, referring to the extent to which the lessons build on the personal and cultural strengths of the pupils, their linguistic capabilities, as well as their prior knowledge and experiences. The findings demonstrate attempts at building on the pupils’ cultural and linguistic experiences, which compares well with some hallmarks of culturally responsive pedagogy. However, as pressures to teach for tests increase, the teachers face the dilemma on how to create spaces for culturally responsive teaching in school contexts that face powerful ideologies of cultural and linguistic homogenization. 相似文献
13.
The Primary Education Improvement Program (Science) developed in Nigeria from 1970–1980 adopted a “process approach” to the teaching of science for children in Classes One and Two of primary school. In that insufficient formative data were available a study was organized to evaluate the attainment of the program's major objectives in terms of the children's ability to practice process skills. The study also attempted to measure children's interest, active participation and understanding of the lessons, as well as the availability of materials and ease of preparing and teaching the lessons for the teachers. Data were collected by means of teacher opinionnaires and a children's test to measure the attainment of process skills. The teachers who completed the opinionnaires rated the program as successful in terms of all the measured criteria. Children in the experimental and control groups were tested and their performances were compared. The results indicated that there were some significant differences in total test scores in favor of the experimental group after one year of primary school but none after two years. The program, though highly rated by teachers, did not produce the intended changes in children's behavior. 相似文献
14.
Learner-centered classrooms are cooperative learning spaces in which instructors intentionally incorporate the needs, experiences, and feedback of students in order to design course objectives, materials, and assessments. This paper is concerned with the question: To what extent does the literature on learner-centered classrooms address the unique teaching challenges of faculty of color in higher education? Through a review of the foundational literature on learner-centered classrooms and scholarship on faculty of color's teaching experiences, as well as the incorporation of personal vignettes, the author argues that scholarship on learner-centered classrooms in higher education excludes faculty of color epistemologically, or as sources of knowledge about learner-centered classrooms, and experientially, as practitioners enacting learner-centered pedagogical practice. In fact, many recommendations in the literature on learner-centered classrooms directly contradict scholarship on the experiences, challenges, and best practices of faculty of color. This paper ends with directions for future research and practice. 相似文献
15.
English education policy‐makers have targeted classroom time as a key area for regulation and intervention, with ‘brisk pace’ widely accepted as a feature of good teaching practice. We problematise this conventional wisdom through an exploration of objective and subjective dimensions of lesson pace in a corpus of 30 Key Stage 2 literacy lessons from three classrooms in one London school. Systematic classroom observation produced an anomaly: the lessons we experienced as fast‐paced were rated objectively as slowest, and vice‐versa. We contrasted the fastest and slowest episodes in the corpus, demonstrating that for these episodes the accepted measure of pace primarily reflected differences in utterance length. Linguistic ethnographic micro‐analysis of the episodes highlighted predictability, stakes, meaning and dramatic performance as key factors contributing to pace as experienced. We argue, among other claims, that sometimes accelerating pupils' experience—and learning—necessitates slowing down the pace of teaching, and that government calls for urgency may, perversely, make lessons slower. 相似文献
16.
This paper aims to research practices of resistance as an important part of agency in primary school classrooms. By combining a post-structural theoretical frame with a critical ethnographic research approach, it understands children’s resistance as an ordinary practice, as a necessary response to structures and practices of the classroom setting. It argues that agency needs to be resistant to some extent, because otherwise it would be merely submission or adaptation. How agency can emerge depends on the social position of the student, which influences the way in which she or he is able to anticipate (more or less implicitly) spaces for resistant agency and also how he or she is addressed in the classroom and beyond. An ethnographic case study of German lessons in a third-grade primary class in a German school shows how resistant agency manifests and how it might be restricted when it comes to racialised subject-positions in the classroom. 相似文献
17.
Dealing with representations is a crucial skill for students and such representational competence is essential for learning science. This study analysed the relationship between representational competence and content knowledge, student perceptions of teaching practices concerning the use of different representations, and their impact on students' outcome over a teaching unit. Participants were 931 students in 51 secondary school classes. Representational competence and content knowledge were interactively related. Representational aspects were only moderately included in teaching and students did not develop rich representational competence although content knowledge increased significantly. Multilevel regression showed that student perceptions of interpreting and constructing visual-graphical representations and active social construction of knowledge predicted students' outcome at class level, whereas the individually perceived amount of terms and use of symbolic representations influenced the students' achievement at individual level. Methodological and practical implications of these findings are discussed in relation to the development of representational competence in classrooms. 相似文献
18.
Barbara K. Sullivan-Watts Barbara L. Nowicki Minsuk K. Shim Betty J. Young 《Journal of Science Teacher Education》2013,24(5):879-905
This study examined the influence of a professional development program based around commercially available inquiry science curricula on the teaching practices of 27 beginning elementary school teachers and their teacher mentors over a 2 year period. A quantitative rubric used to score inquiry elements and use of data in videotaped lessons indicated that education students assigned to inquiry-based classrooms during their methods course or student teaching year outperformed students without this experience. There was also a significant positive effect of multi-year access to the kit-based program on mentor teaching practice. Recent inclusion of a “writing in science” program in both preservice and inservice training has been used to address the lesson element that received lowest scores—evaluation of data and its use in scientific explanation. 相似文献
19.
Saigeetha Jambunathan 《Education 3-13》2013,41(3):271-279
The present project studied the relationship between the use of developmentally appropriate practices and children's perception of self-competence in Head Start classrooms. Self-competence is defined as children's confidence in succeeding in certain tasks. Developmentally appropriate practices (DAP) as proposed by the National Association for the Education of Young Children (NAEYC) are teaching practices that are age appropriate, individually appropriate and culturally appropriate. Seventy-two children attending six Head Start centres participated in the study. Trained researchers filled out the Rating Scale to assess the use Developmentally Appropriate Practices in Early Childhood Classrooms. The participating children's perceived self-competence was measured using the Pictorial Scale of Perceived Competence and Social Acceptance. Correlational analysis showed that some of the subscales assessing the use of developmentally appropriate practices were correlated with two of the subscales of the children's perception of self-competence. The above results provide some insight into the importance of the use of developmentally appropriate practices and their effects on children. 相似文献
20.
Elizabeth Campbell 《Educational Research and Evaluation》2013,19(1):25-50
This article explores conceptual and empirical issues related to the moral and ethical basis of professional practice in teaching. In considering the ethical role of teachers within an expanded context of the formal and informal moral life of classrooms, the discussion raises concerns about both the theoretical identification and practical investigation of "moral lessons." It does so through a review of current literature in this area and a report of a 2nd-level analysis of findings from a research study of 2 culturally diverse elementary school classrooms in urban Canada. 相似文献