中等科学的教学实践:教师如何在当地和标准基础上取得成功

IF 3.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Beth A. Covitt, Elizabeth Xeng de los Santos, Qinyun Lin, Christie Morrison Thomas, Charles W. Anderson
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引用次数: 0

摘要

本文报告了对美国六位初中和高中科学教师教学实践的分析,他们参加了旨在支持科学教育改革目标的研究与实践合作项目。这六位教师都具有良好的资质、丰富的经验,并在当地取得了成功--受到了学生、家长、同事和管理者的尊敬--但他们在支持学生三维学习方面的成功程度却不尽相同。我们的目标是了解教师的教学实践是如何促成他们在取得当地成功方面的相似之处和在促进学生学习方面的不同之处的,并思考这些发现对研究与实践合作关系的影响。数据来源包括课堂录像、对教师和重点学生的访谈以及学生作业范例。此外,我们还利用激发学生三维表现的前后评估,比较了不同教师在学生学习方面的收获。对课堂录像的分析表明,所有六位教师都取得了成功--他们有效地管理课堂,通过教授几乎所有单元的活动来覆盖课程,并以公平、高效的方式评价学生的作业。然而,在如何让学生参与科学实践方面,六位教师却存在着重大差异。在学生学习成绩较差的课堂上,教师的教学模式被我们描述为以活动为基础的教学,学生在课堂上完成探究和动手活动,很少有机会进行感性讨论或立体科学表演。那些学生学习成绩较好的教师,则将当地课堂成功的社会稳定性特征与与科学感知和认知学徒制相关的更高要求的教学实践相结合。最后,我们讨论了研究与实践合作关系的意义,强调了合作关系需要如何支持所有教师取得本地和基于标准的成功。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Instructional practices in secondary science: How teachers achieve local and standards-based success

Instructional practices in secondary science: How teachers achieve local and standards-based success

This article reports on analyses of the instructional practices of six middle- and high-school science teachers in the United States who participated in a research-practice partnership that aims to support reform science education goals at scale. All six teachers were well qualified, experienced, and locally successful—respected by students, parents, colleagues, and administrators—but they differed in their success in supporting students' three-dimensional learning. Our goal is to understand how the teachers' instructional practices contributed to their similarities in achieving local success and to differences in enabling students' learning, and to consider the implications of these findings for research-practice partnerships. Data sources included classroom videos supplemented by interviews with teachers and focus students and examples of student work. We also compared students' learning gains by teacher using pre–post assessments that elicited three-dimensional performances. Analyses of classroom videos showed how all six teachers achieved local success—they led effectively managed classrooms, covered the curriculum by teaching almost all unit activities, and assessed students' work in fair and efficient ways. There were important differences, however, in how teachers engaged students in science practices. Teachers in classrooms where students achieved lower learning gains followed a pattern of practice we describe as activity-based teaching, in which students completed investigations and hands-on activities with few opportunities for sensemaking discussions or three-dimensional science performances. Teachers whose students achieved higher learning gains combined the social stability characteristic of local classroom success with more demanding instructional practices associated with scientific sensemaking and cognitive apprenticeship. We conclude with a discussion of implications for research-practice partnerships, highlighting how partnerships need to support all teachers in achieving both local and standards-based success.

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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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