Impacts of a Practice-Based Professional Development Program on Elementary Teachers’ Facilitation of and Student Engagement With Scientific Argumentation
Impacts of a Practice-Based Professional Development Program on Elementary Teachers’ Facilitation of and Student Engagement With Scientific Argumentation
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基于实践的专业发展计划对小学教师促进和学生参与科学论证的影响
DOI：
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
Anita Tseng
中科院分区：
文献类型：
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作者：
J. Osborne;H. Borko;Evan J. Fishman;Florencia Gomez Zaccarelli;Eric Berson;K. Busch;Emily Reigh;Anita Tseng
本文报道了一项对专业发展计划的调查，该计划旨在提高小学教师让学生参与科学证据论证的能力。采用准实验的方法，对三个版本进行了比较：版本A——为期1周的暑期学院，有两周的暑期实习经验和8天的后续天数（每年四天），版本B没有实习经验，版本C——第3年版本A的修订版。每年对所有教师进行两次视频录制，并使用衡量话语质量的工具对视频进行评级。所有版本都显着改善了教师课堂讨论的便利性。实习和修订后的课程都没有产生额外的效果。讨论了对该领域的影响。
This article reports an investigation of a professional development program to enhance elementary teachers’ ability to engage their students in argument from evidence in science. Using a quasi-experimental approach, three versions were compared: Version A—a 1-week summer institute with a 2-week summer practicum experience and 8 follow-up days (four per year), Version B without the practicum experience, and Version C—a revision of Version A in Year 3. All teachers were videoed twice each year, and the videos were rated using an instrument to measure the quality of discourse. All versions led to a significant improvement in teachers’ facilitation of classroom discourse. Neither the practicum nor the revised program had an additional effect. Implications for the field are discussed.