魁北克小学天文与非天文教师的Logistic回归模型比较

IF 0.1 Q4 EDUCATION, SCIENTIFIC DISCIPLINES
Pierre Chastenay, Martin Riopel
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引用次数: 2

摘要

根据2015年对魁北克500名小学(K-6)教师进行的在线调查结果,调查了受访者在课堂上教授天文学的方式、他们的科技背景、他们的职前教育、他们的天文学教学目的和目标、他们对天文学教学的态度、他们使用的资源和材料,他们对职前和在职培训的有效性的看法,以及他们对在职培训的需求,我们提出了一个逻辑回归模型,比较了在我们的调查中向班上教授天文学的小学教师(“天文学”教师,N=244)和不教天文学的小学老师(“非天文学”老师,N=256),以揭示似乎促进或阻碍魁北克小学天文学教学的因素。基于该模型,提出了加强魁北克K-6课堂天文学教学的几种方法:为小学教师提供高质量的天文学岗前和在职培训,提高小学科学教学的知名度,并帮助教师认识到在课堂上教授天文学以覆盖课程标准的重要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A Logistic Regression Model Comparing Astronomy And Non-Astronomy Teachers In Québec’s Elementary Schools
Based on the results of an online survey of 500 Québec’s elementary (K-6) teachers conducted in 2015 that probed the way respondents teach astronomy to their classrooms, their background in S&T, their pre-service education, their aims and goals for astronomy teaching, their attitude toward teaching astronomy, the resources and materials they use, their view on the effectiveness of pre- and in-service training, and their need for in-service training, we present a logistic regression model comparing elementary teachers in our survey that teach astronomy to their class (“Astronomy” teachers, N = 244) and those who don’t (“Non-astronomy” teachers, N = 256), to reveal factors that seem to facilitate or hinder astronomy teaching in Québec’s elementary classrooms. Based on the model, several ways to enhance the teaching of astronomy in Québec’s K-6 classrooms are proposed: offer high-quality pre- and in-service training in astronomy to elementary teachers, raise the profile of science teaching in elementary schools, and help teachers realize the importance of teaching astronomy in their classrooms to cover the curriculum standards.
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来源期刊
Journal of Astronomy and Earth Sciences Education
Journal of Astronomy and Earth Sciences Education EDUCATION, SCIENTIFIC DISCIPLINES-
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66.70%
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1
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