Teacher curricular sensemaking: Revealing salient moments of a science teacher's (un)certainty in relation to opportunities for students' scientific sensemaking

IF 3.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Sage Andersen, María González‐Howard, Karina Méndez Pérez
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Abstract

This study explored a middle school science teacher's curricular sensemaking in interaction with their use of an educative storyline curriculum, aligned to the Next Generation Science Standards, that was intentionally designed for more opportunities for students' scientific sensemaking. Using a phenomenological case study methodology, we examined how the focal teacher perceived and resolved (un)certainties in their understanding that emerged in their interaction with the curriculum (i.e., their curricular sensemaking), and how the teachers' curricular sensemaking impacted opportunities for students' scientific sensemaking. Findings served to expand our notions of how teachers engage in curricular sensemaking, when this sensemaking occurs, and what teachers make sense of as they experience a new, reform‐oriented curriculum for the first time. In particular, the focal teacher found two types of (un)certainty to be salient at various time points during his curriculum use: (un)certainty around students' scientific sensemaking through particular science practices and (un)certainty about how to navigate the storyline curriculum using students' ideas to drive learning forward. Cutting across these types of (un)certainty, our findings suggest the need to (1) support teachers in problematizing their own understandings about particular science practices and the extent to which their previous instruction aligns with reform‐oriented conceptualizations of those practices, (2) build teachers' capacity to differentiate between various causes of student discomfort and uncertainty so that students' needs and scientific sensemaking goals can be attended to simultaneously, and (3) provide teachers with opportunities to consider how they might use a variety of participation structures to move learning forward while preserving students' rights and responsibilities for the scientific sensemaking.
教师的课程感性认识:揭示科学教师与学生科学感知机会相关的(不)确定性的突出时刻
本研究探讨了一名中学科学教师在使用与《下一代科学标准》相一致的教育故事情节课程时的课程感性认识,该课程有意为学生的科学感性认识提供更多机会。利用现象学案例研究方法,我们研究了重点教师如何看待和解决他们在与课程互动过程中出现的理解(不)确定性(即他们的课程感性认识),以及教师的课程感性认识如何影响学生的科学感性认识机会。研究结果拓展了我们的概念,即教师如何参与课程感知,这种感知何时发生,以及教师在首次体验以改革为导向的新课程时有哪些感悟。特别是,在使用课程的不同时间点上,重点教师发现有两类(不)确定感很突出:一是对学生通过特定科学实践进行科学感性认识的(不)确定感,二是对如何利用学生的想法来推动学习的故事情节课程的(不)确定感。针对这些(不)确定的类型,我们的研究结果表明,有必要:(1)支持教师对自己对特定科学实践的理解以及他们以前的教学在多大程度上与这些实践的改革导向概念相一致进行质疑;(2)培养教师区分学生不适和不确定的各种原因的能力,以便同时关注学生的需求和科学感知目标;以及(3)为教师提供机会,让他们考虑如何利用各种参与结构来推动学习,同时维护学生在科学感知方面的权利和责任。
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来源期刊
Journal of Research in Science Teaching
Journal of Research in Science Teaching EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.80
自引率
19.60%
发文量
96
期刊介绍: Journal of Research in Science Teaching, the official journal of NARST: A Worldwide Organization for Improving Science Teaching and Learning Through Research, publishes reports for science education researchers and practitioners on issues of science teaching and learning and science education policy. Scholarly manuscripts within the domain of the Journal of Research in Science Teaching include, but are not limited to, investigations employing qualitative, ethnographic, historical, survey, philosophical, case study research, quantitative, experimental, quasi-experimental, data mining, and data analytics approaches; position papers; policy perspectives; critical reviews of the literature; and comments and criticism.
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