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1.
This study examines a fifth grade science teacher’s attempts at integrating engineering design using the construct of uncertainty.
Collaborative action research served as a supportive mechanism to uncover and confront the teacher’s uncertainties. Data were
gathered through semi-structured interviews, reflections, classroom observations, lesson plans, and student work. Data analysis
entailed the use of grounded theory. Findings from this study revealed that teaching science through engineering design is
both challenging and problematic. Underpinning the teacher’s pedagogical experiences was the constant force of uncertainty,
in various forms, and how her sense of doubt was beneficial rather than problematic. 相似文献
2.
Colleen Megowan-Romanowicz 《Journal of Science Teacher Education》2010,21(8):993-1011
Teachers enrolled in the master of natural science program for high school science teachers at a large research university
must complete a year-long action research study. This account, by the program’s action research coordinator, describes both
process and outcomes of this research experience from the perspectives of the research coordinator and the teacher–researchers,
shedding light on the organizational learning that takes place, and the ways in which the research experience affected individual
teacher–researchers. Teachers reported that their action research experience changed them in fundamental ways, providing them
with a framework for deepening their understanding of student thinking, challenging their folk wisdom about teaching and learning,
building confidence in their abilities and renewing their commitment to teaching as a vocation. 相似文献
3.
This paper presents a reflective account of a science teacher’s endeavours to use the referent of critical constructivism
to transform her pedagogical practices. The context of her action research was a Year 10 Bioethics unit taught at an independent
girls’ school in Perth, Western Australia. Students were provided with opportunities to engage in open and critical discourses;
many did, but a few were unwilling to participate in accordance with the teacher’s intentions. We illustrate the disruptive
influence of these “dissident” students and explore the reasons for their unwillingness to suspend their disbelief in a new
way of knowing (and of being) that involves a radical change in the role of language in the classroom. We conclude with recommendations
for epistemological pluralism and the careful use of critical discourse for re-negotiating teaching and learning roles and
creating conditions for open discourse to flourish. 相似文献
4.
Worldwide proliferation of pedagogical innovations creates expanding potential in the field of science education. While some
teachers effectively improve students’ scientific learning, others struggle to achieve desirable student outcomes. This study
explores a Taiwanese science teacher’s ability to effectively enhance her students’ science learning. The authors visited
a Taipei city primary school class taught by an experienced science teacher during a 4-week unit on astronomy, with a total
of eight, 90-minute periods. Research methods employed in this study included video capture of each class as well as reflective
interviews with the instructor, eliciting the teacher’s reflection upon both her pedagogical choices and the perceived results
of these choices. We report that the teacher successfully teaches science by creatively diverging from culturally generated
educational expectations. Although the pedagogical techniques and ideas enumerated in the study are relevant specifically
to Taiwan, creative cultural divergence might be replicated to improve science teaching worldwide. 相似文献
5.
In this case study, we examine a teacher’s journey, including reflections on teaching science, everyday classroom interaction,
and their intertwined relationship. The teacher’s reflections include an awareness of being “a White middle-class born and
raised teacher teaching other peoples’ children.” This awareness was enacted in the science classroom and emerges through
approaches to inquiry. Our interest in Ms. Cook’s journey grew out of discussions, including both informal and semi-structured interviews, in two
research projects over a three-year period. Our interest was further piqued as we analyzed videotaped classroom interaction
during science lessons and discovered connections between Ms. Cook’s reflections and classroom interaction. In this article,
we illustrate ways that her journey emerges as a conscientization. This, at least in part, shapes classroom interaction, which
then again shapes her conscientization in a recursive, dynamic relationship. We examine her reflections on her “hegemonic
(cultural and socio–economic) practices” and consider how these reflections help her reconsider such practices through analysis
of classroom interaction. Analyses lead us to considering the importance of inquiry within this classroom community.
Jennifer Goldberg is an assistant professor in the Graduate School of Education and Allied Professions at Fairfield University. She received her PhD in educational research methodology from the University of California, Los Angeles. Her teaching and research focuses on the importance of teaching for social justice and the relationship between identity, talk, and interaction on student opportunities for learning. Kate Muir Welsh is an associate professor in the University of Wyoming’s College of Education. She received her PhD in education from the University of California, Los Angeles. Kate teaches math and science methods courses to pre-service and in-service elementary teachers and graduate courses on Action Research. Her research focuses on social justice teaching. She is also Chair of the University of Wyoming’s Shepard Symposium on Social Justice. 相似文献
| Jennifer GoldbergEmail: |
Jennifer Goldberg is an assistant professor in the Graduate School of Education and Allied Professions at Fairfield University. She received her PhD in educational research methodology from the University of California, Los Angeles. Her teaching and research focuses on the importance of teaching for social justice and the relationship between identity, talk, and interaction on student opportunities for learning. Kate Muir Welsh is an associate professor in the University of Wyoming’s College of Education. She received her PhD in education from the University of California, Los Angeles. Kate teaches math and science methods courses to pre-service and in-service elementary teachers and graduate courses on Action Research. Her research focuses on social justice teaching. She is also Chair of the University of Wyoming’s Shepard Symposium on Social Justice. 相似文献
6.
Despina Potari Barbara Georgiadou–Kabouridis 《Journal of Mathematics Teacher Education》2009,12(1):7-25
This article refers to a longitudinal case study of a primary school teacher over a period of 4 years. The focus is on the
development of the teacher’s beliefs regarding mathematics teaching and learning from the last year of her university studies
up to the third year of teaching mathematics in school. This development has been investigated within three different contexts,
which have been distinguished in terms of the kind of support provided to this teacher. Two dominant beliefs emerged which
have been traced through the period of the study from both the teacher’s reflections and actions. The first belief drew on
the idea that what was considered an easy mathematical task by an adult could also be easily understood by children, while
the second was that children learn mathematics through their actual involvement in a variety of teaching activities. The results
indicate the way that teacher’s experiences from her university studies, actual classroom practice and inservice education
interact and influence her beliefs and professional development. 相似文献
7.
Kristin L. Gunckel 《Journal of Science Teacher Education》2011,22(1):79-100
This paper reports on one preservice teacher’s use of the Inquiry-Application Instructional Model (I-AIM) to plan and teach
an instructional sequence on photosynthesis to 5th-grade students. Analysis of the preservice teacher’s planned and enacted
instructional sequences and interviews shows that the preservice teacher was successful in leveraging the conceptual change
but not the inquiry aspects of the I-AIM. The mediators of this preservice teacher’s use of the I-AIM included her approach
to teaching science, the curriculum materials she had available, and the meanings she made of the underlying frameworks. Understanding
the mediators of preservice teachers’ uses of instructional models can inform teacher educators’ approaches to supporting
preservice teachers in using instructional models for organizing science instructional sequences. 相似文献
8.
The aim of this article is to make a close case study of one teacher’s teaching in relation to established traditions within
science education in Sweden. The teacher’s manner of teaching is analysed with the help of an epistemological move analysis.
The moves made by the teacher are then compared in a context of educational philosophy and selective tradition. In the analyses
the focus is to study the process of teaching and learning in action in institutionalised and socially shared practices. The
empirical material consists of video recordings of four lessons with the same group of students and the same teacher. The
students are all in Year 7 in a Swedish 9-year compulsory school. During these lessons the students work with a subject area
called “Properties of materials”. The results show that the teacher makes a number of different moves with regard to how to
proceed and come to a conclusion about what the substances are. Many of these moves are special in that they indicate that
the students need to be able to handle the procedural level of school science. These moves do not deal directly with the knowledge
production process, but with methodological aspects. The function of the moves turns the students’ attention from one source
of knowledge to another. The moves are aimed at helping the students to help themselves, since it is through their own activity
and their own thinking that learning takes place. This is characteristic in the teacher’s manner of teaching. When compared
in a context of educational philosophy, this manner of teaching has similarities with progressentialism; a mixture of essentialism
and progressivism. This educational philosophy is a central aspect of what is called the academic tradition—a selective tradition
common in science education in Sweden between 1960 and 1990. 相似文献
9.
Vicente Mellado María Luisa Bermejo Lorenzo J. Blanco Constantino Ruiz 《International Journal of Science and Mathematics Education》2008,6(1):37-62
We describe research carried out with a prospective secondary biology teacher, whom we shall call Miguel. The teacher’s conceptions
of the nature of science and of learning and teaching science were analyzed and compared with his classroom practice when
teaching science lessons. The data gathering procedures were interviews analyzed by means of cognitive maps and classroom
observations. The results reflected Miguel’s relativist conceptions of the nature of science that were consistent with his
constructivist orientation in learning and teaching. In the classroom, however, he followed a strategy of transmission of
external knowledge based exclusively on teacher explanations, the students being regarded as mere passive receptors of that
knowledge. Miguel’s classroom behavior was completely contrary to his conceptions, which were to reinforce the students’ alternative
ideas through debate, and not by means of teacher explanation. 相似文献
10.
Bhaskar Upadhyay 《Cultural Studies of Science Education》2009,4(3):569-586
This study draws upon a qualitative case study to investigate the impact of the high-stakes test environment on an elementary
teacher’s identities and the influence of identity maintenance on science teaching. Drawing from social identity theory, I
argue that we can gain deep insight into how and why urban elementary science teachers engage in defining and negotiating
their identities in practice. In addition, we can further understand how and why science teachers of poor urban students engage
in teaching decisions that accommodate school demands and students’ needs to succeed in high-stakes tests. This paper presents
in-depth experiences of one elementary teacher as she negotiates her identities and teaching science in school settings that
emphasize high-stakes testing. I found that a teacher’s identities generate tensions while teaching science when: (a) schools
prioritize high-stakes tests as the benchmark of teacher success and student success; (b) activity-based and participatory
science teaching is deemphasized; (c) science teacher of minority students identity is threatened or questioned; and (d) a
teacher perceives a threat to one’s identities in the context of high stakes testing. Further, the results suggest that stronger
links to identities generate more positive values in teachers, and greater possibilities for positive actions in science classrooms
that support minority students’ success in science.
Bhaskar Upadhyay is an assistant professor of science education at the University of Minnesota, Twin Cities. His research focuses on equity and social justice issues in science education; sociocultural influences on teaching and learning of science; and issues of teaching and learning science to immigrant children and parents. He teaches courses concerning equity, diversity, social justice, and multicultural education issues in science teaching and learning. 相似文献
| Bhaskar UpadhyayEmail: |
Bhaskar Upadhyay is an assistant professor of science education at the University of Minnesota, Twin Cities. His research focuses on equity and social justice issues in science education; sociocultural influences on teaching and learning of science; and issues of teaching and learning science to immigrant children and parents. He teaches courses concerning equity, diversity, social justice, and multicultural education issues in science teaching and learning. 相似文献
11.
Erin E. Peters 《Journal of Science Teacher Education》2010,21(3):329-349
In this case study, an exemplary seventh grade science teacher’s beliefs, planning decisions, implementation, and student
reactions to her student-centered methods were examined over a 4-week unit on genetics. This situation was unique because
the teacher was new to the profession and her students had no prior experience with student-centered methods. The teacher
designed a learning environment where students were expected to take responsibility for research, but initially students felt
unsure about the tasks they were assigned and sought out more structure. As the teacher began to scaffold the material, a
balance was achieved that resulted in student engagement during the unit. Findings from the case study can provide teacher
educators with factors promoting skillful implementation of student-centered classrooms. 相似文献
12.
Jazlin Ebenezer Russell Columbus Osman Nafiz Kaya Lin Zhang Devairakkam Luke Ebenezer 《Journal of Science Education and Technology》2012,21(1):22-37
The purpose of this case-study is to narrate a secondary science teacher’s experience of his professional development (PD)
education and training in innovative technologies (IT) in the context of engaging students in environmental research projects
The sources from which the narrative is derived include (1) the science teacher’s reflective reports during three summer institute
programs and (2) the science teacher’s reflective reports while subsequently engaging students in IT-embedded environmental
research projects in his classroom. The science teacher’s explanations for changes in students’ perception of their IT fluency
illuminate his personal narrative. The science teacher attributed his growth and significant changes in students’ perceptions
of their IT fluency to the following mechanisms: (a) a personal commitment to developing his own and his students’ IT abilities
in the context of doing environmental research projects, and (b) an increase in class time devoted to science education due
to school-time scheduling policy. The study implies that immersive professional development opportunities have the potential
to produce significant increases in students’ perceptions of their IT fluency. 相似文献
13.
14.
The Negotiated Project Approach: Project-Based Learning without Leaving the Standards Behind 总被引：1，自引：0，他引：1
Sascha Mitchell Teresa S. Foulger Keith Wetzel Chris Rathkey 《Early Childhood Education Journal》2009,36(4):339-346
The purpose this study was to explore how a veteran first-grade teacher collaboratively negotiated the implementation of a
project with her students while, at the same time, addressed grade-level standards. Researchers investigated the teacher’s
strategies for integrating the district’s standards into project topics, investigative activities, and final presentations.
They also examined the teacher’s strategies for promoting students’ participation in project planning and independent problem-solving.
Data sources included field notes, teacher interviews, videotaped observations, and transcribed teacher, and student interviews.
As an extension to teacher-directed approaches to implementing the project approach, the results of this study revealed a
collaborative approach to implementing projects that allowed the teacher and the students to work together for project planning
and learning. The teacher felt successful with meeting grade level learning needs, and the students were given the opportunity
to fuel their learning by expressing their natural interests and curiosities, and become problem solvers. 相似文献
15.
The purpose of this paper is to contribute to the debate about how to tackle the issue of ‘the teacher in the teaching/learning
process’, and to propose a methodology for analysing the teacher’s activity in the classroom, based on concepts used in the
fields of the didactics of mathematics as well as in cognitive ergonomics. This methodology studies the mathematical activity
the teacher organises for students during classroom sessions and the way he manages1 the relationship between students and mathematical tasks in two approaches: a didactical one [Robert, A., Recherches en Didactique
des Mathématiques 21(1/2), 2001, 7–56] and a psychological one [Rogalski, J., Recherches en Didactique des Mathématiques 23(3),
2003, 343–388]. Articulating the two perspectives permits a twofold analysis of the classroom session dynamics: the “cognitive
route” students are engaged in—through teacher’s decisions—and the mediation of the teacher for controlling students’ involvement
in the process of acquiring the mathematical concepts being taught. The authors present an example of this cross-analysis
of mathematics teachers’ activity, based on the observation of a lesson composed of exercises given to 10th grade students
in a French ‘ordinary’ classroom. Each author made an analysis from her viewpoint, the results are confronted and two types
of inferences are made: one on potential students’ learning and another on the freedom of action the teacher may have to modify
his activity. The paper also places this study in the context of previous contributions made by others in the same field. 相似文献
16.
Sylvie Barma 《Cultural Studies of Science Education》2011,6(3):635-661
Adopting activity theory as a theoretical and methodological framework, this case study illustrates how a teaching and learning
situation is planned and implemented over a series of nine 75-min biology classes by a high school science teacher in the
context of pedagogical reform. The object of this study emerges within a favourable context of science education curricular
reform in Quebec, Canada. By examining the interaction between the poles of an activity system sharing the same object, this
case study illustrates how one teacher’s teaching practice is redefined and how some aspects of her teaching personality orient
the ways in which she contextually mobilizes new tools and members of her school community in order to implement an awareness
campaign on the risks of tanning salons. 相似文献
17.
18.
Elementary Teachers’ Teaching for Conceptual Understanding: Learning From Action Research 总被引：1，自引：0，他引：1
This study reports teachers’ learning through action research on students’ conceptual understanding. The study examined (a)
the teachers’ views about science teaching and learning, (b) the teachers’ learning about their teaching practices and (c)
the conditions that supported the teachers’ learning through action research. A total of 14 elementary in-service teachers’
course discussion, self-video reflection, action research reports, and learning reflection were analyzed. Findings revealed
that (a) the teachers in this study commonly espoused the importance of probing and utilizing students’ preconceptions in
science teaching, but they demonstrated various levels of epistemological understanding of student learning and teaching,
(b) the teachers experienced the action research as a means to evaluate science teaching methods and changing their teaching
practices, and (c) the teachers identified sharing goals, problems, and solutions as an essential supporting condition for
their learning through action research. Implications for professional development and further research are discussed. 相似文献
19.
An integrative model of scholastic judgments: Pupils’ characteristics, class context, halo effect and internal attributions 总被引：1，自引：0，他引：1
Benoît Dompnier Pascal Pansu Pascal Bressoux 《European Journal of Psychology of Education - EJPE》2006,21(2):119-133
This article proposes a model that integrates some of the determinants of scholastic judgment. The model is based on the assumption
that a teacher’s judgment in a particular discipline is influenced by different variables: the pupil’s actual performance
in the discipline, his/her actual performance in other disciplines (halo effect), the average performance of the class in
the discipline (class context effect), the pupil’s individual characteristics such as whether he/she has ever repeated a grade
and the teacher’s perception of the pupils’ causal explanations. Furthermore, the model proposes that a teacher’s perceptions
are related to the pupil’s spontaneous expression of causality, which in turn is influenced by the pupil’s knowledge of the
social value of causal explanations. In order to test the validity of the proposed model, the authors conducted a study in
a real classroom setting on a population of 663 pupils from 38 classes (3rd grade) and their respective teachers. Path analyses
showed that the theoretical model fit the data to a satisfactory extent. However, a comparison of the fit indexes of the theoretical
model and two alternative models (one nonhierarchical and one hierarchical) showed that the initial theoretical model could
be significantly improved by additional paths. 相似文献
20.
Rereading metaphors as cultural texts: A case study of early childhood teacher attrition 总被引：1，自引：0，他引：1
Jennifer Sumsion 《The Australian Educational Researcher》2003,30(3):67-87
This article revisits a phenomenological case study in which I used metaphor to explore, over a seven-year span, the blossoming
and wilting of an early childhood teacher’s career due to the complex interplay between a range of personal, relational and
contextual influences (Sumsion 2002). Following Kamler (2001), I now bring a critical lens to my rereading of Sarah’s metaphors
as cultural texts that reflect the cultural storylines, positionings and practices that Sarah perceived were available to
her. I argue that deconstructing these cultural texts draws attention to the limitations of discourses commonly available
to preservice and early career teachers. Implications for teacher educators are discussed. 相似文献