Authoritarian science curriculum standards as barriers to teaching and learning: An interpretation of personal experience†
Authoritarian science curriculum standards as barriers to teaching and learning: An interpretation of personal experience†
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威权科学课程标准作为教学的障碍：对个人经历的解释†
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发表时间：
2012
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通讯作者：
Carolyn S. Wallace
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作者：
Carolyn S. Wallace
对于科学教育界来说，这是一个关键时刻，因为我们着手制定和实施新的国家科学标准。本文的目的是深入了解课程标准的语言，包括过去 15 年美国国家科学标准中的语言，如何对有意义的科学教学和学习造成障碍。我综合了教育政策、科学教育、课程理论、批判性探究的研究，以及我自己在佐治亚州的一个具体案例中的经验学习，分析了独裁标准语言对科学课堂教学的影响。我认为，基于教育内容和产品模型的课程标准（A. V. Kelly，1999）与认知心理学、科学身份形成、语言使用和科学探究的研究不一致。本文的最后部分考虑了一套以过程为导向的课程标准（例如新西兰的课程标准）如何为课堂教学提供更有力的认识论基础。 © 2011 Wiley periodicals, Inc. Sci Ed96:291–310, 2012
This is a critical time for the science education community as we embark on the creation and implementation of new national science standards. The purpose of this essay is to offer insight into how the language of curriculum standards, including that found in state science standards in the United States over the past 15 years, has posed barriers to meaningful science teaching and learning. I synthesize research from educational policy, science education, curriculum theory, critical inquiry, and my own experiential learning from a particular case in the state of Georgia to analyze the effects of authoritarian standards language on science classroom teaching. I argue that curriculum standards based on a content and product model of education (A. V. Kelly, 1999), have been incongruent with research from cognitive psychology, science identity formation, language use, and science as inquiry. The final portion of the essay considers how a process-oriented set of curriculum standards, for example that found in New Zealand, could provide a more empowering epistemological foundation for classroom teaching. © 2011 Wiley Periodicals, Inc. Sci Ed96:291–310, 2012