Research Education of New Scientists: Implications for Science Teacher Education
Research Education of New Scientists: Implications for Science Teacher Education
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DOI：
10.1002/tea.20285
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发表时间：
2009-04-01
影响因子：
4.6
通讯作者：
Rogan-Klyve, Allyson
中科院分区：
文献类型：
--
作者：
Feldman, Allan;Divoll, Kent;Rogan-Klyve, Allyson
本研究探讨一个跨学科的科学研究项目，以了解研究生和本科生的荣誉团队做科学。据发现，学生的教育发生作为学徒的一部分。学徒制在研究小组中进行。一般来说，研究群体的组织形式有松散型和紧密型两种，具有实践共同体和认识共同体的特征。学生在研究小组中有不同的角色：新手研究员，熟练的技术人员，或知识生产者。他们的角色取决于他们的知识和技能，以及他们的学位课程。学生有可能沿着一个从新手研究者到知识生产者的连续统一体发展专业知识。研究小组的成员，包括教授和其他学生。促进学生沿着角色的连续性发展。科学教师的教育的影响进行了讨论。(C)2009年，Wiley期刊。Inc. J Res Sci Teach 46：442-459，2009
This study examined an interdisciplinary scientific research project to understand how graduate and undergraduate honors students team to do science. It was found that the education of the students occurs as part of an apprenticeship. The apprenticeship takes place in research groups. In general, research groups are structured in two ways: loosely organized and tightly organized, and have characteristics of both communities of practice and epistemic communities. Students have different roles in the research groups: novice researcher, proficient technician, or knowledge producer. Their role depends on their knowledge and skills, and their degree programs. It is possible for students to develop expertise along a continuum from novice researcher to knowledge producer. The members of the research group, including the professor and other students. facilitate the development of the students along the continuum of roles. Implications for the education of science teachers are discussed. (C) 2009 Wiley Periodicals. Inc. J Res Sci Teach 46: 442-459, 2009