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Michalinos Zembylas 《科学教学研究杂志》2002,39(1):79-103
This article reports on a three‐year ethnographic study with an experienced elementary science teacher and describes the role of her positive and negative emotions in constructing her science pedagogy, curriculum planning, and relationships with children and colleagues. Examples are offered of the different emotional experiences she related to her science teaching, and it is shown how insights from this research are useful and significant to researchers and educators who want to improve science teaching and learning. A conceptual and methodological framework developed by the author that is based on an interdisciplinary approach in researching emotions is presented. Finally, some implications of researching emotions for elementary science teacher education and science education reform are suggested. © 2002 John Wiley & Sons, Inc. J Res Sci Teach 39: 79–103, 2002 相似文献
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Elaine V. Howes 《科学教学研究杂志》2002,39(9):845-869
Implicit in the goal of recent reforms is the question: What does it mean to prepare teachers to teach “science for all”? Through a teacher research study, I have encountered characteristics that may assist prospective elementary teachers in developing effective, inclusive science instruction. I describe these strengths, link them to requirements for teaching, and suggest how science teacher educators might draw on the strengths of their own students to support teaching practices aimed at universal scientific literacy. My conceptual framework is constructed from scholarship concerning best practice in elementary science education, as well as that which describes the dispositions of successful teachers of diverse learners. This study is based on a model of teacher research framed by the concept of “research as praxis” and phenomenological research methodology. The findings describe the research participants' strengths thematically as propensity for inquiry, attention to children, and awareness of school/society relationships. I view these as potentially productive aspects of knowledge and dispositions about science and about children that I could draw on to further students' development as elementary science teachers. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 845–869, 2002 相似文献
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J. Randy McGinnis Steve Kramer Gilli Shama Anna O. Graeber Carolyn A. Parker Ted Watanabe 《科学教学研究杂志》2002,39(8):713-737
This study describes the design and use of a valid and reliable instrument to measure teacher candidates' attitudes and beliefs about mathematics and science and the teaching of those subjects. The instrument, Attitudes and Beliefs about the Nature of and the Teaching of Mathematics and Science, was developed for the Maryland Collaborative for Teacher Preparation (MCTP), a statewide, standards‐based project in the National Science Foundation's Collaborative in Excellence in Teaching Preparation (CETP) Program. We report on two applications of the instrument: (a) a contrast between MCTP teacher candidates' and non‐MCTP teacher candidates' attitudes and beliefs about mathematics and science as they initially encountered reform‐based instruction in their undergraduate courses, and (b) a landscaping of how the MCTP teacher candidates' attitudes toward and beliefs about mathematics and science evolved over a 2.5‐year period. In support of current reform in science and mathematics teacher education, we determined that over an extended period the MCTP teacher candidates' attitudes and beliefs moved substantively and significantly in the direction intended. However, we also found that the non‐MCTP teacher candidates in the same reform‐based courses did not mirror this improvement in their attitudes and beliefs about mathematics and science or the teaching of those subjects. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 713–737, 2002 相似文献
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What are the barriers to technology‐rich inquiry pedagogy in urban science classrooms, and what kinds of programs and support structures allow these barriers to be overcome? Research on the pedagogical practices within urban classrooms suggests that as a result of many constraints, many urban teachers' practices emphasize directive, controlling teaching, that is, the “pedagogy of poverty” (Haberman, 1991 ), rather than the facilitation of students' ownership and control over their learning, as advocated in inquiry science. On balance, research programs that advocate standards‐based or inquiry teaching pedagogies demonstrate strong learning outcomes by urban students. This study tracked classroom research on a technology‐rich inquiry weather program with six urban science teachers. The teachers implemented this program in coordination with a district‐wide middle school science reform. Results indicated that despite many challenges in the first year of implementation, students in all 19 classrooms of this program demonstrated significant content and inquiry gains. In addition, case study data comprised of twice‐weekly classroom observations and interviews with the six teachers suggest support structures that were both conducive and challenging to inquiry pedagogy. Our work has extended previous studies on urban science pedagogy and practices as it has begun to articulate what role the technological component plays either in contributing to the challenges we experienced or in helping urban science classrooms to realize inquiry science and other positive learning values. Although these data outline results after only the first year of systemic reform, we suggest that they begin to build evidence for the role of technology‐rich inquiry programs in combating the pedagogy of poverty in urban science classrooms. © 2002 John Wiley & Sons, Inc. J Res Sci Teach 39: 128‐150, 2002 相似文献
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Patricia E. Simmons Allen Emory Tim Carter Teresa Coker Brian Finnegan Denise Crockett Lon Richardson Robert Yager John Craven John Tillotson Herbert Brunkhorst Mark Twiest Kazi Hossain James Gallagher Don Duggan‐Haas Joyce Parker Fernando Cajas Qasim Alshannag Sheryl McGlamery Jerry Krockover Paul Adams Barbara Spector Tom LaPorta Bob James Kristin Rearden Kay Labuda 《科学教学研究杂志》1999,36(8):930-954
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《Studying Teacher Education》2013,9(3):235-248
In this article we document the impact of tiered teaching on making the complexity of pedagogy transparent when teaching science education to pre-service primary teachers. Teaching science methods classes together and researching our teaching has enabled us to reframe our assumptions and move beyond the simplistic and misleading idea that teacher education is the modeling of exemplary practice. This self-study has evolved over three years. We were faced with the tension between modeling exemplary practice to teach science education and science content and making our teacher education practices explicit to our students. Tiered teaching has allowed us to manage this tension. Four major themes emerged from this self-study: the cost of tiered teaching; the shift in priority to less science education and more teacher education; our own growth in expertise; and the transformation of our practice. 相似文献
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Conclusion This study points to the fact that it would be practical to compare and assess the instructional strategies of exemplary and
novice elementary science teachers using a set of criteria derived from published teacher effectiveness studies. According
to this study there are differences ranging from significant to null between the instructional behaviors of exemplary and
novice teachers, and it indicates that it may not be appropriate to rely entirely upon the findings of individual teacher
effectiveness studies to prepare effective preservice teachers. Science teacher educators need to focus more directly on the
differences in instructional strategies between the exemplary and novice teachers and inquire further into determining the
causes for the differences. Hurd (1982) reported that about half of the elementary teachers studied believe that their preservice
education failed to prepare them to teach science in real classrooms. If what separates exemplary teachers from novices can
be clearly identified, then the science teacher educator’s task of preparing effective preservice teachers will be an easier
one. Then it would be also possible to develop effective preservice science teacher education programs more congruent with
exemplary science teaching practices and augment the existing science teacher education knowledge base through further research. 相似文献
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In this article we assert a potential research agenda for the teaching and learning of science as inquiry as part of the JRST series on reform in science education. Drawing on the theoretical frameworks of cognitive and sociocultural constructivism, cultural models of meaning, the dialogic function of language, and transformational models of teacher education, we propose that more research is needed in the areas of teachers' beliefs, knowledge, and practices of inquiry‐based science, as well as, student learning. Because the efficacy of reform efforts rest largely with teachers, their voices need to be included in the design and implementation of inquiry‐based curriculum. As we review the literature and pose future research questions, we propose that particular attention be paid to research on inquiry in diverse classrooms, and to modes of inquiry‐based instruction that are designed by teachers. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 631–645, 2001 相似文献
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In the study described in this article a questionnaire was employed that can be used to assess students' and teachers' perceptions of science teachers' interpersonal communication behaviors in their classroom learning environments. The Teacher Communication Behavior Questionnaire (TCBQ) has five scales: Challenging, Encouragement and Praise, Non‐Verbal Support, Understanding and Friendly, and Controlling. The TCBQ was used with a large sample of secondary science students in Taiwan, which provided additional validation data for the TCBQ for use in Taiwan and cross‐validation data for its use in English‐speaking countries. Girls perceived their teachers as more understanding and friendly than did boys, and teachers in biological science classrooms exhibited more favorable behavior toward their students than did those in physical science classrooms. Differences were also noted between the perceptions of the students and their teachers. Positive relationships were found between students' perceptions of their teachers' communication behaviors and their attitudes toward science. Students' cognitive achievement scores were higher when students perceived their teacher as using more challenging questions, as giving more nonverbal support, and as being more understanding and friendly. The development of both teacher and student versions of the TCBQ enhances the possibility of the use of the instrument by teachers. © 2002 John Wiley & Sons, Inc. J Res Sci Teach 39: 63–78, 2002 相似文献
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Why is Finnish teacher education successful? Some goals Finnish teacher educators have for their teaching 总被引：3，自引：2，他引：1
Marja‐Terttu Tryggvason 《欧洲师范教育杂志》2009,32(4):369-382
In recent years, Finnish research‐based teaching, according to international surveys, has been shown to lead to excellent results. Previous research has demonstrated that teacher education has often had difficulties in incorporating theory into practice, and that the effects of teacher education on the prior beliefs and views on teaching and learning of student teachers have been weak. The aim of the present qualitative study was to find out how the Finnish teacher education system deals with these problems by investigating the current goals Finnish teacher educators have for their own teaching in theoretical courses. A total of 18 teacher educators were interviewed in five focus groups on different teacher education programmes in Finland. The interview results showed that Finnish teacher educators transmit theoretical and pedagogical aspects by using them in their own teaching, which is research‐based. They also aim to educate reflective and exploring teachers by using a variety of methods in their own pedagogy. The exemplary role the Finnish teacher educators have can be helpful in influencing prospective teachers' behaviour and thinking. 相似文献
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The current reform movement in science education promotes standards‐based teaching, including the use of inquiry, problem solving, and open‐ended questioning, to improve student achievement. This study examines the influence of standards‐based teaching practices on the achievement of urban, African‐American, middle school science students. Science classes of teachers who had participated in the professional development (n = 8) of Ohio's statewide systemic initiative (SSI) were matched with classes of teachers (n = 10) who had not participated. Data were gathered using group‐administered questionnaires and achievement tests that were specifically designed for Ohio's SSI. Analyses indicate that teachers who frequently used standards‐based teaching practices positively influenced urban, African‐American students' science achievement and attitudes, especially for boys. Additionally, teachers' involvement in the SSI's professional development was positively related to the reported use of standards‐based teaching practices in the classroom. The findings support the efficacy of high‐quality professional development to change teaching practices and to enhance student learning. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 1019–1041, 2000 相似文献
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What teaching practices foster inquiry and promote students to learn challenging subject matter in urban schools? Inquiry‐based instruction and successful inquiry learning and teaching in project‐based science (PBS) were described in previous studies (Brown & Campione, 1990 ; Crawford, 1999 ; Krajcik, Blumenfeld, Marx, Bass, & Fredricks, 1998 ; Krajcik, Blumenfeld, Marx, & Solloway, 1994 ; Minstrell & van Zee, 2000 ). In this article, we describe the characteristics of inquiry teaching practices that promote student learning in urban schools. Teaching is a major factor that affects both achievement of and attitude of students toward science (Tamir, 1998 ). Our involvement in reform in a large urban district includes the development of suitable learning materials and providing continuous and practiced‐based professional development (Fishman & Davis, in press; van Es, Reiser, Matese, & Gomez, 2002 ). Urban schools face particular challenges when enacting inquiry‐based teaching practices like those espoused in PBS. In this article, we describe two case studies of urban teachers whose students achieved high gains on pre‐ and posttests and who demonstrated a great deal of preparedness and commitment to their students. Teachers' attempts to help their students to perform well are described and analyzed. The teachers we discuss work in a school district that strives to bring about reform in mathematics and science through systemic reform. The Center for Learning Technologies in Urban Schools (LeTUS) collaborates with the Detroit Public Schools to bring about reform in middle‐school science. Through this collaboration, diverse populations of urban‐school students learn science through inquiry‐oriented projects and the use of various educational learning technologies. For inquiry‐based science to succeed in urban schools, teachers must play an important role in enacting the curriculum while addressing the unique needs of students. The aim of this article is to describe patterns of good science teaching in urban school. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 722–745, 2006 相似文献
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Pre‐service teachers face many challenges as they learn to teach in ways that are different from their own educational experiences. Pre‐service teachers often enter teacher education courses with pre‐conceptions about teaching and learning that may or may not be consistent with contemporary learning theory. To build on preservice teachers' prior knowledge, we need to identify the types of views they have when entering teacher education courses and the views they develop throughout these courses. The study reported here focuses specifically on preservice teachers' views of their own students' prior knowledge and the implications these views have on their understanding of the formative assessment process. Sixty‐one preservice teachers were studied from three sections of a science methods course. Results indicate that preservice teachers exhibited a limited number of views about students' prior knowledge. These views tended to privilege either academic or experience‐based concepts for different aspects of formative assessment, in contrast to contemporary perspectives on teaching for understanding. Rather than considering these views as misconceptions, it is argued that it is more useful to consider them as resources for further development of a more flexible concept of formative assessment. Four common views are discussed in detail and applied to science teacher education. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 497–523, 2008 相似文献
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Felicia Moore Mensah 《科学教学研究杂志》2009,46(9):1041-1066
This study focuses on the structure and theoretical foundations of the book club for promoting multicultural understandings in science teacher education. The book club was defined as an informal, peer‐directed group discussion that met regularly to discuss an ethnographic, multicultural text regarding issues pertinent to science teaching and learning in urban classrooms. Twenty‐three preservice teachers (PSTs) enrolled in a 16‐week elementary science methods course at a large urban university participated in the study. From the qualitative analyses of PSTs' written reflections and researcher journal notes, five themes which emphasize Individual, Collaborative, and Collective learning are presented. These findings highlight how the book club structure and theoretical foundation fostered critical, reflective inquiry and served as a method for effecting ideological change which is needed in order to embrace issues of diversity in urban science education. Implications for science teacher education concerning the relevancy of pedagogical strategies, the use of multiple theoretical perspectives, and the book club as a strategy in teacher education and urban education are discussed. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 1041–1066, 2009 相似文献
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A challenge for urban systemic reform initiatives in science education has been to achieve local, state, and national standards for teaching and learning. We have collaborated with teachers in the Detroit Public School System to design project‐based curriculum materials that contextualize the learning of science in meaningful real‐world problems, engage students in science inquiry, and use learning technologies. We present a sixth grade project‐based science unit in which students explored the driving question “How Do Machines Help Me Build Big Things?” and address the science learning goals of balanced and unbalanced forces, simple and complex machines, and mechanical advantage. Twenty‐four teachers and over 2500 students in Detroit participated in enactments of this project over 4 years. Student learning outcomes were determined for the three learning goals and inquiry process skills using pre‐ and postachievement tests. Achievement outcomes as measured by the pre/posttest show significant and consistently high learning gains, even as participation in the project increased to include greater numbers of teachers and students in successive enactments, and leadership of the professional development support for this project transitioned from university researchers to district teacher leaders. These results illustrate that materials which contextualize learning and support student inquiry as part of an urban systemic reform effort can promote learning of important and meaningful science content aligned with standards. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 669–692, 2004 相似文献
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The teachers' role in the integration of science and technology studies within the recent educational reform in Israeli junior high schools was addressed within a case study. Eight science teachers and three technology teachers participated in in‐service training courses and received individual tutoring. Data were obtained through school visits, interviews with management, teachers, and tutors. Pupils' performance on a science‐technology project was assessed by an achievement test and a questionnaire. Science teachers preferred to extend their content knowledge and didactic skills in science. Technology teachers lacked basic scientific knowledge. A realistic aim is to expose the science teacher to the field of technology, and the technology teacher to the realm of science, to the extent that will enable him or her to cooperate with the teacher in the parallel domain, rather than train a teacher to teach both. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 239–253, 1999 相似文献
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Vickie E. Lake 《Journal of Early Childhood Teacher Education》2013,34(1):73-81
Abstract As we move forward in the new millennium, the call for reform in teacher education programs increases. One reform model, offered by Nel Noddings, focuses on the students’ affect, emotion, and intellect. Noddings proposes the use of fidelity—focusing on the individual and the quality of relationships—as a cornerstone in teaching and teacher education. Fidelity in teacher education utilizes a process that includes modeling, dialogue, practice, and confirmation. This paper explores the fundamentals of a fidelity‐based approach to teacher education and examines a university course and its fieldwork component by analyzing the structure and methods of each using the fidelity framework. If we expect our pre‐service teachers to create caring learning environments, they must first be taught about caring environments by their professors. The use of fidelity in teacher education programs is one model that allows for caring environments as well as content application. 相似文献
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Patricia L. Hardré Su‐Hua Huang Ching‐Huei Chen Chen‐Ting Chiang Fen‐Lan Jen Leslie Warden 《Asia-Pacific Journal of Teacher Education》2006,34(2):199-221
This study investigated the relationships between teachers' self‐reported classroom goal structures, instructional self‐perceptions, teaching efficacy, and perceptions of students' motivation in a developing East Asian nation. This study's participants were 404 teachers, across subject areas, in 14 high schools in an East Asian nation. Similar studies have been conducted in western nations, but these cannot be generalised to the East Asian cultural context without direct research. The following teacher perceptions correlated strongly with perceptions of student motivation: learning goal orientations; student ability; instrumentality of instruction; and high teaching self‐efficacy. Among these related factors, learning goals and ability emerged as the strongest predictors of perceived student motivation. Teachers interviewed reported that their students' motivation is primarily extrinsic and performance‐oriented, influenced by external factors, predominantly exam pressure and social expectations. These findings have important implications for teacher education and practice, and for school policy and educational reform. 相似文献