Science teachers' diagnosis and understanding of students' preconceptions
Science teachers' diagnosis and understanding of students' preconceptions
复制标题
科学教师对学生先入之见的诊断和理解
DOI：
10.1002/sce.10092
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发表时间：
2003
影响因子：
4.3
通讯作者：
Norman G. Lederman
中科院分区：
文献类型：
--
作者：
Judith A. Morrison;Norman G. Lederman
研究已经证实，学生们带着与公认的科学信念不一致的自然世界的想法进入科学课堂。这些学生的先入之见的诊断可以被看作是一个初始的，关键的一步，在教师促进的概念转变的过程。为了捕捉科学教师在日常课堂上做什么来诊断这些学生的先入之见，我们对四位典型的中学科学教师进行了深入的观察和访谈。教师诊断学生前概念的策略，他们使用的信息，通过诊断，教师对学生的教学前的想法的理解都进行了分析。本研究中的四位教师没有使用任何正式的评估工具，例如预测试、概念图、访谈或日记写作来诊断学生的想法，尽管他们都表示在教学之前了解学生所知道的内容很重要。教师们都宣称他们使用提问来收集学生想法的信息，但在课堂上看到他们严重依赖低水平的回忆问题。其中一位最有经验的老师确实进行了课堂讨论，鼓励学生表达他们的想法和先入之见。这四位教师对学生的前概念的理解和试图诊断这些想法的理由被认为是薄弱的。这些研究结果和建议的教师培训的影响。© 2003 Wiley Periodicals，Inc. Sci Ed87：849 - 867，2003;在线发表于Wiley InterScience（www.example.com）。DOI 10.1002/sce.10092
Research has established that students enter their science classes with ideas about the natural world that do not align with accepted scientificbeliefs. The diagnosis of these student preconceptions may be seen as aninitial, crucial step in the process of teacher-facilitated conceptualchange. So as to capture what science teachers do in their everydayclassroom routines to diagnose these student preconceptions, in-depthobservations and interviews were conducted with four exemplary secondaryscience teachers. The teachers' strategies for diagnosing students' preconceptions, their use of information found through diagnosis, and the teachers' understanding of students' preinstructional ideas were all analyzed. The four teachers in this study did not use any formal assessment tools such as pretests, concept maps, interviews, or journal writing to diagnose students' ideas, although they all stated that finding out what students know prior to instruction is important. The teachers all declared that they used questioning to gather information on student ideas but were seen in their classes to rely heavily on low-level, recall questions. One of the teachers, the most experienced, did conduct class discussions where the students were encouraged to express their ideas and preconceptions. The four teachers' understanding of what student preconceptions consist of and the justification for attempting to diagnose these ideas was seen to be weak.The implications of these findings and recommendations for teacher trainingare made in the article. © 2003 Wiley Periodicals, Inc. Sci Ed87:849–867, 2003; Published online in Wiley InterScience (www.interscience.wiley.com). DOI 10.1002/sce.10092