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1.
The increased push for teaching computer science (CS) in schools in the United States requires training a large number of new K-12 teachers. The current efforts to increase the number of CS teachers have predominantly focused on training teachers from other content areas. In order to support these beginning CS teachers, we need to better understand their experiences and challenges encountered in the classroom. This study investigated U.S. CS teachers’ perspectives on the demands of teaching computer science and support needed to ensure quality teaching. Results suggested that teachers face a number of challenges, including isolation, lack of adequate computer science background, and limited professional development resources.  相似文献   

2.
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   

3.
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4.
Due to a program reform in Israel, experienced CS high-school teachers faced the need to master and teach a new programming paradigm. This situation served as an opportunity to explore the relationship between teachers' content knowledge (CK) and their pedagogical content knowledge (PCK). This article focuses on three case studies, with emphasis on one of them. Using observations and interviews, we examine how the teachers, we observed taught and what development of their teaching occurred as a result of their teaching experience, if at all. Our findings suggest that this situation creates a new hybrid state of teachers, which we term “regressed experts.” These teachers incorporate in their professional practice some elements typical of novices and some typical of experts. We also found that these teachers' experience, although established when teaching a different CK, serve as a leverage to improve their knowledge and understanding of aspects of the new content.  相似文献   

5.
An introductory CS1 course presents problems for educators and students due to students' diverse background in programming knowledge and exposure. Students who enroll in CS1 also have different expectations and motivations. Prompted by the curricular guidelines for undergraduate programmes in computer science released in 2001 by the ACM/IEEE, and driven by a departmental project to reinvent the undergraduate computer science and computer engineering curricula at the University of Nebraska-Lincoln, we are currently implementing a series of changes which will improve our introductory courses. One key component of our project is an online placement examination tied to the cognitive domain that assesses student knowledge and intellectual skills. Our placement test is also integrated into a comprehensive educational research design containing a pre- and posttest framework for assessing student learning and providing valuable feedback for needed instructional revisions. In this paper, we focus on the design and implementation of our placement exam and present an analysis of the data collected to date.  相似文献   

6.
Learning to teach science as inquiry in the rough and tumble of practice   总被引：2，自引：0，他引：2  
This study examined the knowledge, beliefs and efforts of five prospective teachers to enact teaching science as inquiry, over the course of a one‐year high school fieldwork experience. Data sources included interviews, field notes, and artifacts, as these prospective teachers engaged in learning how to teach science. Research questions included 1) What were these prospective teachers' beliefs of teaching science? 2) To what extent did these prospective teachers articulate understandings of teaching science as inquiry? 3) In what ways, if any, did these prospective teachers endeavor to teach science as inquiry in their classrooms? 4) In what ways did the mentor teachers' views of teaching science appear to support or constrain these prospective teachers' intentions and abilities to teach science as inquiry? Despite support from a professional development school setting, the Interns' teaching strategies represented an entire spectrum of practice—from traditional, lecture‐driven lessons, to innovative, open, full‐inquiry projects. Evidence suggests one of the critical factors influencing a prospective teacher's intentions and abilities to teach science as inquiry, is the teacher's complex set of personal beliefs about teaching and of science. This paper explores the methodological issues in examining teachers' beliefs and knowledge in actual classroom practice. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 613–642, 2007.  相似文献   

7.
Does studying about the nature(s) of science contribute to a prospective teachers' effectiveness as a science teacher? This research grew out of a course created by a science educator and historian of science who believed prospective teachers needed more complex understandings of the cultural wars surrounding science. The research team consisted of five prospective teachers who participated in the course as well as the two instructors. This paper describes the experience of participating in the course from both perspectives. We argue that studying the cultural wars over science contributes to prospective teachers' professional growth as much because the course elicits tacit beliefs about school science as it introduces more complex understandings of science. We found that prospective teachers' tacit beliefs about school science were their greatest barrier to developing more complex understandings about the nature(s) of science. We contend that willingness to grapple with complexity and developing a professional identity by locating oneself in the conversations about the nature(s) of science are better criteria for determining the professional growth of prospective teachers than knowledge measures. Finally, we argue that prospective teachers should be viewed as professionals who are responsible for finding their own voice, making their own decisions, and considering the consequences of their beliefs on their practice. This study raises questions critical to teacher education programs for prospective teachers and teacher‐educators alike. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 895–915, 2000  相似文献   

8.
The purpose of this study was to investigate how elementary teachers with little knowledge of computer science (CS) and project-based learning (PBL) experienced integrating CS through PBL as a part of a standards-based elementary curriculum in Grades 3–5. The researchers used qualitative constant comparison methods on field notes and reflections to describe the teachers' participation in professional development to create CS-infused projects to be implemented with their students. Categories that emerged included standards integration, student autonomy, and challenges of infrastructure and time. The data are from the first 6 months of a 3-year, National Science Foundation-funded project. (Keywords: computer science, project-based learning, integration, elementary curriculum)  相似文献   

9.
The purpose of this study was to describe the knowledge base of a group of science teachers in terms of their knowledge of the structure, function, and development of their disciplines, and their understanding of the nature of science. The study also aimed to relate the teachers' knowledge base to their level of education, years of teaching experience, and the class level(s) that they teach. Twenty inservice science teachers were selected to respond to a modified version of the Views on Science–Technology–Society (VOSTS) questionnaire to assess their understanding of the nature of science. The teachers then constructed concept maps and were interviewed. The concept maps were scored and the interviews analyzed to assess teachers' knowledge of the structure, function, and development of their disciplines. The teachers' knowledge base was found to be lacking in all respects. Teachers held several naive views about the nature of science and did not demonstrate adequate knowledge and understanding of the structure, function, and development of their disciplines. Moreover, the teachers' knowledge base did not relate to their years of teaching experience, the class level(s) that they teach, and their level of education. It was reasoned that teacher preparation programs are not helping teachers develop the knowledge base needed for teaching science. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 673–699, 1997.  相似文献   

10.
《学习科学杂志》2013,22(3):331-377
This study examines the development of teachers' metastrategic knowledge (MSK), a component of metacognitive knowledge, in the context of higher order thinking. Participants were 14 junior high school and high school science teachers who attended a professional development course. Data collection was carried out by triangulation of several data sources: classroom observations, individual interviews, written assignments, and recordings of discussions that took place during the course. The Findings section provides a detailed analysis of the professional development of 2 teachers, as well as an analysis of the development of the 14 teachers as a group. The data provide evidence for the types of knowledge teachers need for applying MSK in the course of instruction, the most specific of which are MSK of thinking skills (that must be explicit) and pedagogical knowledge regarding MSK. The considerable overall development in teachers' MSK following an in-service course consisted of at least 3 different patterns of development: (a) learning MSK regarding new thinking skills, (b) transforming initially implicit metalevel knowledge into explicit metalevel knowledge, and (c) introducing changes in the class culture to value new forms of discourse regarding thinking. The implications for professional development courses in this field are discussed.  相似文献   

11.
The goal of this research is to identify science teachers' beliefs and conceptions that play an important role in shaping their understandings of and attempts to enact inclusive science teaching practices. We examined the work products, both informal (online discussions, email exchanges) and formal (papers, unit plans, peer reviews), of 14 teachers enrolled in a master's degree course focused on diversity in science teaching and learning. These emerging understandings were member-checked via a series of interviews with a subset of these teachers. Our analysis was conducted in two stages: (1) describing the difficulties the teachers identified for themselves in their attempts to teach science to a wide range of students in their classes and (2) analyzing these self-identified barriers for underlying beliefs and conceptions that serve to prohibit or allow for the teachers' understanding and enactment of equitable science instruction. The teachers' self-identified barriers were grouped into three categories: students, broader social infrastructure, and self. The more fundamental barriers identified included teacher beliefs about the ethnocentrism of the mainstream, essentialism/individualism, and beliefs about the meritocracy of schooling. The implications of these hurdles for science teacher education are discussed.  相似文献   

12.
"互联网+"时代的到来引发了教师思维方式、认知方式和行为方式的变革,并驱使教师在专业思维能力、专业认知方式和专业能力方面的变革与发展. "互联网+"教师专业发展具体包括从权威、封闭、近享、共存的实体思维向平等、开放、共享、协同的互联网思维转变;有效利用互联网"知识生产-互联-分享"特性,促成教师专业知识增长和实践性知识分享;积极开展网络校本教研和教师网络学习,进而形成教师专业洞见力等实践路径.  相似文献   

13.
Although new teachers clearly need resources and support, little is known about the types of resources new science teachers' access during their early years of teaching. To increase knowledge of their needs, the study described in this article focused on the primary resources (i.e., human, material, and social) and secondary resources (i.e., strategic and symbolic) new science teachers' access and how those resources interact in new teachers' instructional contexts. The participants for this qualitative study were 15 new secondary science teachers in the United States, and data sources included a contextual interview, teaching observations, and a follow-up interview. Findings revealed that these teachers had a variety of resources available to them, of which social resources were particularly important. Some resources were not accessed and remained latent resources. In addition, some interactions of resources in the new teachers' context led to the development of the network of resources model to represent how resources can interact in contexts to support a new teacher. This model highlights the importance of considering the interaction of multiple resources in a teaching context.  相似文献   

14.
In the practice of teacher education, most would agree that critical reflection in and on the process of learning to teach and the activities of teaching play a central role in teachers' professional development. Using Vygotskian sociocultural theory, we examine how narrative inquiry functions as a culturally developed tool that mediates teachers' professional development. We analyzed narratives written by three teachers of English as a second/foreign language set in three different instructional contexts. Our analysis suggests an interwoven connection between emotion and cognition, which drove these teachers to search for mediational tools to help them externalize their experiences. The activity of engaging in narrative inquiry created a mediational space where teachers were able to draw upon various resources, such as private journals, peers and ‘expert’ or theoretical knowledge, that allow them to reconceptualize and reinternalize new understandings of themselves as teachers and their teaching activities. The intersection of experiential and ‘expert’ knowledge provided a discourse through which these teachers named experiences and constructed a basis upon which they grounded their transformed understandings of themselves as teachers and their teaching. Depending on where these teachers were in their professional development when they wrote their narratives, we uncovered evidence of idealized conceptions of teaching with commitment to action as well as the transformation of teachers' material activities. Implications for the role teachers' narrative inquiry may play in teacher education programs are provided.  相似文献   

15.
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   

16.
This research examines factors influencing elementary science teacher learning as they participate in professional development with and enactment of educative curricula in comparison with learning following limited professional development and enactment of traditional curricula. Using a randomized cluster design (125 teachers and 2,694 students in 4th—5th grades) that met the What Works Clearinghouse standards without reservations, teacher learning was conceptualized using four outcomes. Data were analyzed using standard single-level multiple regression models and possible mediation models for the teacher outcomes were considered using piecewise multiple regression and path analytic approaches. Treatment group teachers experienced greater increases in content knowledge, views of science inquiry, beliefs about reform-based teaching, and teaching self-efficacy than comparison group teachers. The findings indicate that what teachers learn from the combination of professional development and teaching with educative curriculum varies according to what their knowledge and beliefs are on entering the experience. Surprisingly, high entry-level self-efficacy was associated not only with lower learning gains for the teachers, but also for their students. Finally, teachers' space science learning and that of their students are implicated as mediators of the positive effect of the professional development and educative curriculum enactment on teacher beliefs about reform science teaching. This work refines and extends a theoretical framework of teachers' participatory relationship with curricula.  相似文献   

17.
This study examined 342 teachers' views of professional development (PD) provided by a large school district to support its iPad initiative. We were interested in investigating teachers' perceptions of this district-provided PD, any change in teachers' views, and how they used iPads in their instruction while/after receiving PD. The findings, using a mixed-methods design, showed although teachers held overall positive views regarding PD, their perceptions did not change over the 1-year implementation. Rather, certain teacher characteristics such as teachers' beliefs, technology self-efficacy, and school levels influenced their views. This study also provided an in-depth analysis of teachers' use of iPad to support their instruction. Findings revealed teachers used the iPad for a variety of purposes. From mid-year to end-year, there was a decrease in using iPads for class management and basic uses, but an increase in using the iPad to create instructional materials by the teachers and creating artifacts by their students. Such findings suggested a connection between the PD teachers received and their practices, indicating a shift to more interactive uses during the second half of the year. The findings highlighted the importance of providing situated PD and considering teacher characteristics when designing PD. (Keywords: professional development, mobile teaching and learning, iPad use, K–12 education, large suburban schools, technology integration)  相似文献   

18.
This study explored the development of a community of learners through a professional development program to improve teachers' views of nature of science (NOS) and teaching practice. The Views of Nature of Science questionnaire and interviews were used to assess teachers' conceptions of NOS three times over the course of the study. Notes and videotapes taken during workshops and classroom observations were used to track influence of the community of learners on classroom practice. The community of practice (CoP) was fostered through an intensive summer workshop, monthly school site workshops, and classroom support to aid teachers in incorporating new techniques and reflecting upon their learning and practice. We found that teachers became aware of their changes in views about NOS once they struggled with the concepts in their own teaching and discussed their struggles within the professional development community. The CoP on its own was not sufficient to change teacher's practice or knowledge, but it created a well‐supported environment that facilitated teacher change when paired with NOS modeling and explicit reflection. Cases of three teachers are used to illustrate changes in views and teaching practice common to the teachers in this study. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 1090–1113, 2009  相似文献   

19.
Today, teachers are expected to develop complex skills, such as research skills, in their students while implementing new views on learning and teaching and using authentic assessment strategies. About these new assessment strategies there is much debate and teachers are vulnerable in using them. We studied upper secondary education natural and social science teachers' practices using two surveys and two rounds of expert panel judgement on teacher‐submitted assessment‐related material and information. Our study shows that there are grounds for concern regarding the clarity of teachers' assessment criteria, the consistency between teachers' goals, assignments, and criteria, and the validity and acceptability of teachers' assessment practices. The extent to which it is justifiable to judge teachers' assessment practice by professional quality criteria is discussed, and suggestions are given as to the main quality criteria for formative and summative assessment and as to ways in which teachers could improve their assessment practices.  相似文献   

20.
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   

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