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1.
In this study, an anthropological perspective informed by sociolinguistic discourse analysis was used to examine how teachers, students, and scientists constructed ways of investigating and knowing in science. Events in a combined fourth‐ and fifth‐grade elementary class were studied to document how the participating teacher provided opportunities for students to diverge from the intended curriculum to pursue their questions concerning the behavior of sea animals in a marine science observation tank. Analysis of the classroom discourse identified ways that particular teaching strategies provided opportunities for student engagement in scientific practices. Implications of this study for the teaching of science in elementary classrooms include the value of student‐initiated science explorations under the conditions of uncertainty and for topics in which the teacher lacked relevant disciplinary knowledge. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 237–258, 2000. 相似文献
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The purpose of this research was to investigate the impact of engineering design classroom activities on middle‐school students’ conceptions of heat transfer and thermal energy. One eighth‐grade physical science teacher and the students in three of her classes participated in this mixed‐methods investigation. One class served as the control receiving the teacher’s typical instruction. Students in a second class had the same learning objectives, but were taught science through an engineering design curriculum that included demonstrations targeting specific alternative conceptions about heat transfer and thermal energy. A third class also used the engineering design curriculum, but students experienced typical demonstrations instead of targeted ones. Conceptual understandings of heat transfer and thermal energy and attitudes towards engineering were assessed prior to and after the interventions through interviews, observations, artefact analysis, a multiple choice assessment, and a Likert scale assessment. Results indicated that the engineering design curriculum with targeted demonstrations was significantly more effective in eliciting desired conceptual change than the typical instruction and also significantly more effective than the engineering curriculum without targeted demonstrations. Implications from this study can inform how teachers should be prepared to use engineering design activities in science classrooms for conceptual change. 相似文献
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Teacher questioning in science classrooms: Approaches that stimulate productive thinking 总被引：2，自引：0，他引：2
Christine Chin 《科学教学研究杂志》2007,44(6):815-843
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Oren Ergas 《课程研究杂志》2018,50(1):77-95
Curriculum discourse focuses understandably, on the formal and enacted curriculum; however, studies demonstrate that much of individuals’ waking hours are spent in task-unrelated thinking and mind-wandering. No less, this pervasive phenomenon has been shown to affect us in many ways that can be linked to education. This paper examines this null-hidden inner curriculum that is enacted within students’ minds when they are not attentive to the formal/enacted curriculum. Drawing on a review of research in cognitive science, the paper develops a theory of ‘the mind as a curriculum deliberator’ and explains how the mind can be seen as ‘schooling itself’. Different states of mind such as mind-wandering, rumination and mindfulness are discussed in terms of their educational effects and a systematic framework that renders them in curricular terms is suggested. Based on this analysis, the paper aims to mobilize this inner curriculum from opaqueness and absence to a more explicit presence in curricular discourse, in an attempt to broaden our understanding of how the mind can both enhance and hinder education. 相似文献
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Exploring the boundary between school science and everyday knowledge in primary school pedagogic practices 总被引：1，自引：0，他引：1
This paper explores the different ways that primary school teachers in Uganda navigate the boundary between school science and everyday knowledge in the context of a centrally mandated curriculum innovation. The paper is based on a study of the pedagogic practices of 16 teachers in eight Ugandan primary schools that were selected on the basis of having a track record of either high or low academic achievement in the public primary school‐leaving examination. The official primary school curriculum in Uganda prescribes that science be taught in an integrated form, including integration between science subject knowledge and everyday knowledge. The strategies that teachers in the study adopted in relating science to everyday knowledge was a key feature that differentiated between pedagogic practices in the high‐performing and low‐performing schools. In high‐performing schools, teachers recruited everyday knowledge as a resource for learning science as a specialised discourse; whereas in the low‐performing schools, acquiring everyday knowledge was viewed as an end in itself. The paper, then, considers the implications of differences in teachers' pedagogic strategies for the kinds of knowledge to which learners are given access. 相似文献
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This ethnographic study examined how rural, lower track, underrepresented students made sense of their place in school and what role school science played in their cultural reproduction. The objectives of the study were to identify key components of science classroom discourse, analyze means of negotiating these components, and explicate participants' beliefs and roles in defining microcultural identities specific to rural, underrepresented school contexts. Eight students and their teacher participated in this study, which drew heavily upon teacher and student revoicing of common events. Results showed that the quality of science instruction was subverted through a process of negotiation between students and teachers in the context of low expectations and the school culture. Implications for research and practice are discussed. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 574–598, 2001 相似文献
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Teaching in urban schools, with their problems of violence, lack of resources, and inadequate funding, is difficult. It is even more difficult to learn to teach in urban schools. Yet learning in those locations where one will subsequently be working has been shown to be the best preparation for teaching. In this article we propose coteaching as a viable model for teacher preparation and the professional development of urban science teachers. Coteaching—working at the elbow of someone else—allows new teachers to experience appropriate and timely action by providing them with shared experiences that become the topic of their professional conversations with other coteachers (including peers, the cooperating teacher, university supervisors, and high school students). This article also includes an ethnography describing the experiences of a new teacher who had been assigned to an urban high school as field experience, during which she enacted a curriculum that was culturally relevant to her African American students, acknowledged their minority status with respect to science, and enabled them to pursue the school district standards. Even though coteaching enables learning to teach and curricula reform, we raise doubts about whether our approaches to teacher education and enacting science curricula are hegemonic and oppressive to the students we seek to emancipate through education. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 941–964, 2001 相似文献
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Byron L. Ashbaugh 《The Journal of environmental education》2013,44(1):14-16
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
10.
Curriculum materials are crucial tools with which teachers engage students in science as inquiry. In order to use curriculum materials effectively, however, teachers must develop a robust capacity for pedagogical design, or the ability to mobilize a variety of personal and curricular resources to promote student learning. The purpose of this study was to develop a better understanding of the ways in which preservice elementary teachers mobilize and adapt existing science curriculum materials to plan inquiry‐oriented science lessons. Using quantitative methods, we investigated preservice teachers' curriculum design decision‐making and how their decisions influenced the inquiry orientations of their planned science lessons. Findings indicate that preservice elementary teachers were able to accurately assess how inquiry‐based existing curriculum materials are and to adapt them to make them more inquiry‐based. However, the inquiry orientations of their planned lessons were in large part determined by how inquiry‐oriented curriculum materials they used to plan their lessons were to begin with. These findings have important implications for the design of teacher education experiences that foster preservice elementary teachers' pedagogical design capacities for inquiry, as well as the development of inquiry‐based science curriculum materials that support preservice and beginning elementary teachers to engage in effective science teaching practice. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:820–839, 2010 相似文献
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Professor Kenneth Tobin Wolff-Michael Roth Sabitra Brush 《Research in Science Education》1995,25(3):267-281
The education of prospective Elementary and Early Childhood (E&EC) teachers to teach science has been an on-going challenge
for science teacher educators. Accordingly, a course in physical science was planned and implemented especially for prospective
E&EC teachers. The purpose of this study was to understand the nature of the enacted curriculum and about the forces which
constrained its evolution. Miller, the teacher of the course, had no prior experience in teaching prospective E&EC teachers
and many of his experiences as a university level teacher were based on his teaching of physics majors. These experiences
shaped his approach to teaching the course as did his years as a basketball coach. Miller was an expert in physics and constructed
his role as teaching students significant scientific truths. Miller saw the purpose of the course as being to educate the
students in science, not to prepare them to teach science. He was unwilling to address the goals of students that were oriented
strongly toward becoming better teachers. The beliefs of the teacher constrained the enacted curriculum to an extent that
gaps between the needs of students and the enacted curriculum were wider at the end of the course than they were at the beginning.
Armstrong College
In my opinion I think I failed completely, but I am quite happy with what I am trying to do. I just don't think I executed
it well. So I was pretty unhappy with the whole experience in terms of the results, but I was not unhappy with the experience
in terms of whether it was worth doing. I think it is important in science to develop free-thinking and being able to come
to conclusions. Science is being able to reflect on the human condition, and being able to think about things you don't know
about. (Miller) 相似文献
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Sungmin Im 《Asia-Pacific Journal of Teacher Education》2015,43(4):355-369
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
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We analyse two narratives of teacher‐facilitator teams producing elementary science curricula and disseminating them to their peers. We draw on these stories to interpret how teacher‐facilitators position themselves with respect to other educators (e.g. peer teachers and development‐team members), to real and imagined students and parents, to knowing and learning science, and to pedagogical practices and texts. We read these acts of positioning relationally and responsively. Teacher‐facilitators position themselves and their work in highly complex ways to multiple political and social others. These multiple positions raise a range of anxieties and questions for the teacher‐facilitators and shape their curricular and leadership roles. Our purpose is, first, to tease out these complexities of positioning and subjectivity, and second, to consider how teachers construct their roles as pedagogical and curricular leaders among their peers. This analysis illuminates thinking about how reform is enacted in schools and how leadership roles are constructed. 相似文献
14.
Alberto Esquinca 《International journal of qualitative studies in education》2013,26(3):279-300
This article reports on a case study of a college class for pre-service teachers on the US–Mexico border in which students participated in in-depth discussion around mathematical problems every day. This pedagogical approach promotes the socialization of students into and through the specialized discourse of mathematics. The focus of this paper is on the experience of transfronterizo students in that course. Transfronterizos are Mexican residents who periodically cross the border to attend school. For these students, whose educational background in Mexico allowed them to develop proficiency in elementary mathematical discourse in Spanish, their socialization experience includes ways in which they draw on language, and other social and learning experiences in Mexico. The focus of this paper is an assignment called Thinking Logs, a genre that required the use of mathematical discourse for teaching. Drawing on data gathered from participant observation of the course, interviews, analysis of study session discourse, and genre analysis, I highlight agentive ways that each participant used in their own socialization process. I show how participants improvised writing of models, asked for clarification in the first language, and even resisted the discourse. Students who resisted the demands might incur negative effects. Furthermore, I argue that the role of the guidance from an expert (such as a professor) is imperative in a socialization process, and I offer implications for ways that teachers can guide second language writers to develop mathematics discourse. 相似文献
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Over the past decade, state and national policymakers have promoted systemic reform as a way to achieve high‐quality science education for all students. However, few instruments are available to measure changes in key dimensions relevant to systemic reform such as teaching practices, student attitudes, or home and peer support. Furthermore, Rasch methods of analysis are needed to permit valid comparison of different cohorts of students during different years of a reform effort. This article describes the design, development, validation, and use of an instrument that measures student attitudes and several environment dimensions (standards‐based teaching, home support, and peer support) using a three‐step process that incorporated expert opinion, factor analysis, and item response theory. The instrument was validated with over 8,000 science and mathematics students, taught by more than 1,000 teachers in over 200 schools as part of a comprehensive assessment of the effectiveness of Ohio's systemic reform initiative. When the new four‐factor, 20‐item questionnaire was used to explore the relative influence of the class, home, and peer environment on student achievement and attitudes, findings were remarkably consistent across 3 years and different units and methods of analysis. All three environments accounted for unique variance in student attitudes, but only the environment of the class accounted for unique variance in student achievement. However, the class environment (standards‐based teaching practices) was the strongest independent predictor of both achievement and attitude, and appreciable amounts of the total variance in attitudes were common to the three environments. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 646–662, 2001 相似文献
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Panagiotis Piliouras Katerina Plakitsi Fanny Seroglou Georgia Papantoniou 《Research in Science Education》2018,48(6):1221-1246
The nature of science (NOS) has become a central goal of science education in many countries. This study refers to a developmental work research program, in which four fifth-grade elementary in-service teachers participated. It aimed to improve their understandings of NOS and their abilities to teach it effectively to their students. The 1-year-long, 2012–2013, program consisted of a series of activities to support teachers to develop their pedagogical content knowledge of NOS. In order to accomplish our goal, we enabled teacher-researchers to analyze their own discourse practices and to trace evidence of effective NOS teaching. Many studies indicate the importance of examining teachers’ discussions about science in the classroom, since it is teachers’ understanding of NOS reflected in these discussions that will have a vital impact on students’ learning. Our proposal is based on the assumption that reflecting on the ways people form meanings enables us to examine and seek alternative ways to communicate aspects of NOS during science lessons. The analysis of discourse data, which has been carried out with the teacher-researchers’ active participation, indicated that initially only a few aspects of NOS were implicitly incorporated in teacher-researchers’ instruction. As the program evolved, all teacher-researchers presented more informed views on targeted NOS aspects. On the whole, our discourse-focused professional development program with its participatory, explicit, and reflective character indicated the importance of involving teacher-researchers in analyzing their own talk. It is this involvement that results in obtaining a valuable awareness of aspects concerning pedagogical content knowledge of NOS teaching. 相似文献
17.
《Critical Studies in Education》2013,54(2):107-120
Abstract Critical discourse analysis (CDA) can be a powerful tool for focusing on aspects of social practice which might otherwise go unremarked but which may have a significant impact on who has access to a specific area of learning. The quality of interpersonal relationships has long been acknowledged as a crucial aspect of success in teaching, including teaching in ‘content’ area subjects such as science. However, the development of excellence in this aspect of science pedagogy is given scant attention, with disciplinary content being the main focus of most curriculum reforms designed to make science more accessible for all. This may be due in part to a paucity of research into ways of creating a positive interpersonal environment in science which in turn may be due to an ignorance of the best tools available for this purpose. My research attempts to redress this balance somewhat by providing critical analyses, using CDA, of the pedagogical discourse practices of teachers who are successful in engaging a wide range of students in school science. In this article I will focus on how difference and intertextuality have been handled in a short sample of text taken from a ‘learning support’ Year 9–10 science class. 相似文献
18.
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
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Syh‐Jong Jang 《International Journal of Science Education》2013,35(6):615-632
Due to the implementation of a 9‐year integrated curriculum scheme in Taiwan, research on team teaching and web‐based technology appears to be urgent. The purpose of this study was incorporated web‐assisted learning with team teaching in seventh‐grade science classes. The specific research question concerned student performance and attitudes about the teaching method. Two certified science teachers and four classes of the seventh graders participated in this study. It used a mixed methods design, incorporating both quantitative and qualitative techniques. The main data included students’ scores, questionnaires, teachers’ self‐reflections, and the researcher’s interviews with teachers. The results showed that the average final examination scores of students experiencing the experimental teaching method were higher than that of those receiving traditional teaching. The two teaching methods showed significant difference in respect of students’ achievement. The research had limitations because of students’ abilities of data collection, computer use, and discussion, but more than one‐half of the students preferred the experimental method to traditional teaching. However, team teachers would encounter the problems of technology ability, time constraints, and entrance examination pressure. 相似文献
20.
Tomas Jungert 《高等教育研究与发展》2008,27(3):201-214
This longitudinal study draws on data from a larger project and examines how students’ perceptions of their opportunities to influence their study environment may be enacted in approaches aimed at influencing their studies, and whether this changes during the course of their studies. Ten students from a 4.5‐year Master’s programme in Engineering were studied throughout their education by means of semi‐structured in‐depth interviews, which were analysed thematically. The results indicate that students’ perceptions of their study environment were enacted in three approaches aimed at influencing their study environment: (i) to adapt to the environment and to study alone; (ii) to try to change the programme, to create an individual curriculum and to interact with teachers; and (iii) to cooperate with their peers. The thematic analysis suggests that students’ perceptions of their study environment were enacted in the different approaches and that these changed along with external demands in the programme. 相似文献