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1.
This paper presents findings from a study conducted in an urban elementary school in the United States with an English language learner (ELL) student and two teachers engaged in collaborative teaching in an inclusion science classroom. This study examines the efficacy of utilising cogenerative dialogues between an ELL student and his science teacher and English as second language teacher to improve instructional practices enacted during coteaching. Drawing from field notes, teacher and student interviews, and video captured during cotaught science lessons and during cogenerative dialogues between the student and his coteachers, we examined the ways in which cogenerative dialogue expands teachers’ agency to adapt curriculum and implement instructional strategies that can better meet the needs of their students. At the same time, we examined the ways in which participation in cogenerative dialogues with his teachers expanded this student’s agency as a science learner and a language learner.  相似文献   

2.
Beliefs about the Nature of Science and the Enacted Science Curriculum   总被引：1，自引：0，他引：1  
This interpretive study of the teaching and learning of chemistry in an Australian high school examines the beliefs about the nature of science of a teacher and his class in relation to the enacted curriculum. Although the teacher and students tended to see science as an evolving discipline that was uncertain and changed over time, the manner in which the curriculum was implemented was a direct contrast. In the enacted curriculum science was represented as a catalogue of facts to be memorised and as algorithmic solutions to problems. The beliefs that had greatest impact on shaping the curriculum were the teachers beliefs about the nature of student learning, his beliefs about the distribution of power between himself and the students, and the extent to which restraints were accepted by the teacher as reasons for maintaining a traditional approach to teaching and learning chemistry.  相似文献   

3.
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   

4.
This article is a study of a South African teacher educator's interpretations and approaches to implementing a constructivist approach to teaching. It examines his beliefs about teaching physical science to prospective teachers as it relates to his aligning his teaching with the new reform: outcomes-based education. The goals of the reform include emphasis on cooperative learning, a student-centered approach, and focus on teaching for conceptual understanding. Through observations, interviews, and documents (assignments for students, graded group assignments, and course outlines), I examined this teacher educator's interpretations and approaches to implementing constructivist curriculum and his understanding of the reform. The findings show that without confronting teachers' beliefs about teaching and learning, providing clear meaning of reforms, and facilitating in-depth professional development, the interpretation and implementation of reforms will be hindered.  相似文献   

5.
In this study, I, the first author as a Thai teacher educator employed self-study as a research methodology to investigate my own understandings, questions, and curiosities about pedagogical content knowledge (PCK) for teaching science student teachers and the ways I engaged student teachers in a field-based science methods course designed to help them to develop their PCK. Qualitative data gathered included: the syllabi, handouts, work submitted by student teachers, student teachers’ journal entries, my journal entries, and video recordings of my classroom teaching. Data were analysed using an inductive process to identify ways in which I attempted to enhance student teachers’ PCK. The contributions of this study are insights generated to help teacher educators think about how to support and develop student teachers’ PCK. Some of these contributions are enhancing teacher educators’ PCK for teaching science teachers, developing PCK for teaching science, and designing a science methods course in science teacher preparation programmes.  相似文献   

6.
Teaching science as explanation is fundamental to reform efforts but is challenging for teachers—especially new elementary teachers, for whom the complexities of teaching are compounded by high demands and little classroom experience. Despite these challenges, few studies have characterized the knowledge, beliefs, and instructional practices that support or hinder teachers from engaging their students in building explanations. To address this gap, this study describes the understandings, purposes, goals, practices, and struggles of one third-year elementary teacher with regard to fostering students' explanation construction. Analyses showed that the teacher had multiple understandings of scientific explanations, believed that fostering students' explanations was important for both teachers and students, and enacted instructional practices that provided opportunities for students to develop explanations. However, she did not consistently take up explanation as a goal in her practice, in part because she did not see explanation construction as a strategy for facilitating the development of students' content knowledge or as an educational goal in its own right. These findings inform the field's understanding of teacher knowledge and practice with regard to one crucial scientific practice and have implications for research on teachers and inquiry-oriented science teaching, science teacher education, and curriculum materials development.  相似文献   

7.
This study explored the efficacy of promoting a beginning chemistry teacher's curriculum development and teaching practices through the use of computers. Using pictorial analogies, historical cases of science, and discrepant events in a web site designed by the researchers as curricular samples, the beginning teacher was asked to develop similar curriculum for his own teaching. After taking the researchers' advice into account and making adjustments, the beginning teacher implemented the curriculum in his classroom teaching and shared his experience with the researchers by e-mail communications. The teacher's teaching practices both before and after the web site treatment were observed and analyzed. It was found that before the treatment the teacher used the textbook as the only resource of his teaching. Extra curriculum was rarely seen, there were not many student-teacher interactions, and analogies or examples used in his explanation of abstract concepts were not preorganized. On the other hand, after the treatment, the teacher was able to develop suitable curricula by himself for the purpose of increasing student involvement. He also explained the applications of chemical concepts in daily lives and his analogies and demonstrations were well organized. Although the beginning teacher was able to develop curricula after the treatment, many aspects of his teaching can be improved, especially in the areas of student-teacher interaction and the implementation of students activities in science teaching.  相似文献   

8.
In this nested mixed methods study I investigate factors influencing preservice elementary teachers’ adaptation of science curriculum materials to better support students’ engagement in science as inquiry. Analyses focus on two ‘reflective teaching assignments’ completed by 46 preservice elementary teachers in an undergraduate elementary science methods course in which they were asked to adapt existing science curriculum materials to plan and enact inquiry-based science lessons in elementary classrooms. Data analysis involved regression modeling of artifacts associated with these lessons, as well as in-depth, semester-long case studies of six of these preservice teachers. Results suggest that features of the existing science curriculum materials, including measures of how inquiry-based they were, have a relatively small influence on the preservice teachers’ curricular adaptations, while teacher-specific variables account for a much greater percentage of the variance. Evidence from the case studies illustrates the critical impact of the preservice teachers’ field placement contexts as an explanatory, teacher-specific factor in their curricular adaptations. These findings have important implications for science teacher educators and science curriculum developers, in terms of not only better understanding how preservice teachers engage with curriculum materials, but also how programmatic features of teacher education programs influence their ability to do so.  相似文献   

9.
The qualitative study shows how 20 teachers from 4 districts in the same state enacted mandated school-wide writing curricula. Analyses of the observations and interviews revealed that 4 teachers were faithfully following the district-adopted curriculum, 4 rejected it, and 12 teachers adapted the curriculum to meet their students’ needs. The teachers who followed the curriculum had positive views of it but were inexperienced or uncomfortable teaching writing and had less access to professional development (PD) than teachers in other groups. Most of the teachers who adapted the curriculum were experienced teachers and felt supported in making changes due to the quality of PD. The teachers who rejected the curriculum were unhappy with the existing curriculum and drew from a number of different resources; however, their writing instruction lacked coherence and an underlying philosophy of writing. The findings show that factors such as policies, PD, and personal factors including previous writing experiences and philosophies influenced teachers’ enactments. While previous studies have found that overarching policies including NCLB increase pressure on teachers resulting in a lack of autonomy, our findings explore the ways that teachers were able to navigate their school contexts.  相似文献   

10.
Environmental education (EE) and social studies education share an interest in behavioral outcomes. This study compares behavioral outcomes—including both self-reported knowledge of actions and reported actions taken—in the context of a land use curriculum enacted in secondary science versus social studies classes with 500 students and nine teachers. Data included pre- and posttests for comparison and intervention groups, classroom observations, and student and teacher interviews. Results indicated that students tended to know and undertake individual rather than collective actions toward sustainable land use. The type of actions students identified varied by course type: when the EE curriculum was presented in science class compared to social studies, students showed less diverse knowledge of actions in support of sustainable land use.  相似文献   

11.
This article reports on research which identified perceptions of reading and the teaching of reading held by trainee teachers and the impact on my provision as a teacher educator. It found that students’ past and present experiences of learning to read and being a reader influenced their perceptions of what reading is and of what it means to teach reading. As a teacher educator, I am not able to give students long experience of seeing children becoming readers, but I am able to give them richer experiences of reading in personally and culturally relevant contexts. This has implications for the nature of subject knowledge required by a student teacher of reading and the curriculum and practice of teacher education.  相似文献   

12.
The study investigates how the discursive practices in a physics class were constrained by social forces associated with the larger context in which teaching and learning were situated. The teacher understood teacing and learning in terms of constructivism, believed that students should have more autonomy in the classroom, and structured activities to involve students actively in the learning process. However, despite his efforts to enact the curriculum in a manner that was consistent with constructivism, the emphasis still was on goals such as learning to use formulas to perform calculations and memorizing facts. In addition to constructivism, belief sets that shaped the enacted curriculum related to time being scarce, content coverage being a primary concern, and students needing to be prepared for examinations. A characteristic of the classroom community was a relative imbalance between the voices of science and common sense. Even though the teacher was concerned with students making sense of physics, examples are provided of students accepting the viability of scientific claims despite contradictions with their common sense notions. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 491–507, 1997.  相似文献   

13.
笔者调查发现学生的数学效能感、对课程难度效应评价和学习投入度,并不显著影响学习成绩;学生的性别因素对学习成绩具有显著作用,男生成绩显著低于女生;学生对教师教学进度体系感知对学习成绩具有显著作用,那些对老师教学体系评价高的学生成绩显著低于评价低的学生。相对于性别,教学进度体系中的课程进度作用更大、更重要,那些认为老师课程进度越快的学生,成绩越低。以此为据提出了大学教学中课程进度＂适度化＂的具体建议。  相似文献   

14.
In order to understand how prospective teachers develop knowledge for teaching, researchers must identify the types of knowledge that are integral to effective science teaching. This case study investigated how 4 prospective secondary biology teachers’ science teaching orientations, knowledge of science learners, and knowledge of instructional sequence, developed during a post-baccalaureate teacher education program. Data sources included a lesson planning task and two interview-observation cycles during the participants’ year-long internship. Over the course of a year, the participants’ science teaching orientations were based primarily on their K-16 learning experiences, and were robust and highly resistant to change. The prospective teachers became more aware of student learning difficulties, and therefore, developed more elaborated knowledge of the requirements of learning. They consistently sequenced instruction in ways that gave priority to transmitting information to students. Prospective teachers’ development of knowledge of student understanding of science and instructional sequence were congruent with their science teaching orientations. Implications are given for teacher education and future research.  相似文献   

15.
The four standards for professional development of teachers of science from the National Science Education Standards (NRC, 1996) provided a frame for reflection upon ways in which prospective teachers engaged in research in my courses on methods of teaching science. Students learned both science content and science pedagogy by inquiry. An extended research project helped students to integrate knowledge of science, learning, pedagogy, and students, and to apply that to teaching science. Students built knowledge, skills, and attitudes for lifelong learning by participating in a research festival and presenting at conferences. I designed this science-teaching methods course in the context of a teacher education program that is attempting to implement reform approaches to instruction. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 791–809, 1998.  相似文献   

16.
Overall, too few science teachers are being prepared in this country, and ethnic minority students are rarely enrolling in science teacher education programs. Thus, it is particularly important that multicultural education be included in science teacher education programs. I do not believe that science teacher educators will be able to prepare significantly more minority science teachers in the near future to teach the growing number of minority students in schools. Consequently, science teacher education programs must begin producing multicultural teachers. If we do not, then millions of children will not receive an adequate science education, let alone a good one.  相似文献   

17.
A previous study highlighted the perception among secondary science teachers that they faced considerable challenges to their pedagogical practice when teaching unfamiliar areas of the curriculum; for example, when teaching out of subject specialism. One of the major challenges cited by the teachers was being able to give appropriate and effective science teaching explanations in the classroom. Since talking in order to explain science is at the centre of what science teachers do, this concern is a significant one for teacher educators. This article considers some of the methodological issues about how to investigate the relationship between teachers’ subject content knowledge and their pedagogical practice. The research outlined focuses on a single science teacher’s practice in giving science teaching explanations when teaching in and out of subject specialism. Although the findings from a single case are of limited value in terms of generalisability, this study adds to the discussion about future research into the relationship between teachers’ professional knowledge bases and their pedagogical practices.  相似文献   

18.
李婷婷 《海外英语》2012,(10):105-106,130
Curriculum design is an aspect of education profession which focuses on developing curricula for students.Educators will take many factors in consideration when design a curriculum.In practical teaching,teacher as decision makers to design an appropriate curricu lum and teaching activities play an important part in the whole teaching and learning.Many classroom teachers are working with students of different levels of ability,and they need to be able to adjust the curriculum to keep all of the students engaged and learning.It may also be necessary to change the pace of a curriculum to deal with problems as they arise.The essay analyse five parts in designing the curriculum as a teacher decision maker and get a conclusion according to the whole analysis course.  相似文献   

19.
Just as the Next Generation Science Standards (NGSSs) call for change in what students learn and how they are taught, teacher education programs must reconsider courses and curriculum in order to prepare teacher candidates to understand and implement new standards. In this study, we examine the development of prospective elementary teachers’ practical knowledge of the NGSS in the context of a science methods course and innovative field experience. We present three themes related to how prospective teachers viewed and utilized the standards: (a) as a useful guide for planning and designing instruction, (b) as a benchmark for student and self-evaluation, and (c) as an achievable vision for teaching and learning. Our findings emphasize the importance of collaborative opportunities for repeated teaching of the same lessons, but question what is achievable in the context of a semester-long experience.  相似文献   

20.
As part of a larger research project aimed at transforming preK-8 mathematics teacher preparation, the purpose of this study was to examine the extent to which prospective teachers notice children’s competencies related to children’s mathematical thinking, and children’s community, cultural, and linguistic funds of knowledge or what we refer to as children’s multiple mathematical knowledge bases. Teachers’ noticing supports students’ learning in deep and meaningful ways. Researchers designed and enacted a video analysis activity with prospective teachers in their mathematics methods course. The activity served as a decomposition of practice in order to support prospective teachers in engaging in an approximation of the practice of noticing. Our findings showed that prospective teachers evidenced noticing of mathematics teaching and learning as early as the mathematics methods course. We also found that the prompts and structure of the activity supported prospective teachers by increasing their depth of noticing and their foci in noticing, moving from attending primarily to teacher moves (and merely describing what they saw) to becoming aware of significant interactions (and interpreting effects of these interactions on learning). Implications for teacher educators interested in designing and enacting activities to support noticing are discussed.  相似文献   

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