印尼生物教师对社会科学问题型生物教学的认知

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH
A. W. Subiantoro, D. Treagust, Kok‐Sing Tang
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引用次数: 4

摘要

在印尼的科学课堂上推广基于社会科学问题的教学需要有能力的科学教师。为了了解教师对SSI教学实施的看法,对四名参与教师专业发展计划的生物学教师进行了案例研究。该计划包括四个阶段:反思教师先前的教学经验和背景知识,为期三天的SSI教学研讨会,生物SSI学习的合作开发和实施,以及教师实施后的反思。通过访谈和书面反思收集教师的感知,并采用解释构建模式对其进行定性分析。研究结果表明,在四个方面取得了积极进展:关于SSI和科学素养的知识、将SSI纳入科学教学的必要性、与课堂上解决SSI相关的情境因素以及教师对教授SSI的态度。需要在印度尼西亚的背景下进行进一步的研究,以便能够将SSI教师专业发展计划扩展到不同的地区。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Indonesian Biology Teachers’ Perceptions about Socio-Scientific Issue-Based Biology Instruction
Promoting socio-scientific issue (SSI)-based instruction in Indonesian science classrooms requires competent science teachers. To understand teachers’ perceptions about the implementation of SSI-based instruction, a case study involving four biology teachers engaged in a teacher professional development program was conducted. The program consisted of four phases: reflection on teachers’ prior teaching experience and background knowledge, 3-day SSI-based teaching workshop, collaborative development and implementation of SSI-based learning in biology, and post-implementation reflections by teachers. Teachers’ perceptions were gathered via interviews and written reflections, which were analyzed qualitatively with an explanation building mode approach. Findings indicated a positive development along four dimensions: knowledge about SSIs and scientific literacy, the necessity of including SSIs in science instruction, situational factors related to addressing SSIs in class, and teachers’ attitude towards teaching SSIs. Further research needs to be conducted in Indonesian contexts to be able to extend the SSI teacher professional development program to different regions.
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来源期刊
AsiaPacific Science Education
AsiaPacific Science Education Social Sciences-Education
CiteScore
1.70
自引率
0.00%
发文量
8
审稿时长
20 weeks
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