职前科学教师在社会科学问题教学中面临的教育学和认识论挑战

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH
Hyunju Lee
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引用次数: 0

摘要

为了有效地解决社会科学问题,科学教师需要获得一定水平的社会科学问题教学内容知识(SSI- pck)。因此,本研究为职前科学教师提供了一个基于SSI- pck框架的SSI教师教育计划(SSI- tep),并对其发展和面临的挑战进行了仔细的研究。15名pst参加了为期15周的SSI- tep,并有机会在小组中设计和实施SSI课程。数据通过SSI教案、实地记录和小组访谈收集。结果显示,PSTs非常重视他们的SSI-TEP经验,但注意到一些教学和认识论上的挑战。他们关心的是如何满足国家科学课程和学生的需求,以及如何通过选定的SSI场景揭示科学和技术的本质。此外,他们认为有必要获得促进和支持学生参与的技能。这些挑战往往与SSI-PCK组件交织在一起。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Pedagogical and Epistemological Challenges of Pre-Service Science Teachers Teaching Socioscientific Issues
To effectively address socioscientific issues (SSI), science teachers need to obtain a certain level of pedagogical content knowledge for SSI teaching (SSI-PCK). In this study, therefore, pre-service science teachers (PSTs) were provided an SSI teacher education program (SSI-TEP) based on the SSI-PCK framework and their development and challenges were carefully examined. Fifteen PSTs participated in the SSI-TEP over 15 weeks and had opportunities to design and implement an SSI lesson in a group. Data were collected through SSI lesson plans, fieldnotes, and group interviews. The results showed that the PSTs highly valued their SSI-TEP experience but noted several pedagogical and epistemological challenges. They were concerned about how to meet both the national science curriculum and students’ needs and how to reveal the nature of science and technology through the selected SSI scenarios. Additionally, they felt the need to obtain skills to facilitate and scaffold students’ participation. The challenges were often intertwined with SSI-PCK components.
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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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