Learning to teach elementary school science as argument
Learning to teach elementary school science as argument
复制标题
学习以论证方式教授小学科学
DOI：
10.1002/sce.20325
复制
发表时间：
2009
影响因子：
4.3
通讯作者：
Carla Zembal
中科院分区：
文献类型：
--
作者：
Carla Zembal
关于K-8科学熟练程度的新观点强调了让儿童参与科学话语和实践的重要性，这提高了小学教师和为他们做准备的教师教育者的风险。本文提出了一种论证式科学教学的框架。该框架是作为解决职前教师面临的实践问题的一种手段，为教师教育经验的设计创造一致性，并作为塑造基于设计的研究议程的工具而提出的。三项研究的结果，考察了职前教师对科学教学的理解和实践的发展，以及教师教育经验中介学习的综合方式。研究结果表明，该框架为职前教师发展思维和实践提供了强有力的支撑。更具体地说，早期对证据和论点的关注可以影响有效科学教学的其他重要方面，例如对课堂话语的关注以及教师在监测和评估儿童思维方面的作用。最后，提出了科学学习机会、学习教授科学经验和实地经验之间的一致性的案例。©2009 Wiley期刊公司科学教育，2009 (3):687 - 719
New views of proficiency in K-8 science that highlight the importance of engaging children in the discourses and practices of science have raised the stakes for elementary teachers and the teacher educators who prepare them. In this paper, a framework for teaching science as argument is presented. The framework is advanced as a means of addressing problems of practices faced by preservice teachers, creating coherence for the design of teacher education experiences, and serving as a tool for shaping a design-based research agenda. Findings of three research studies that examined preservice teachers' developing understandings and practices for teaching science as argument and the ways in which teacher education experiences mediated learning are synthesized. Across the studies, findings suggest that the framework serves as a powerful scaffold for preservice teachers' developing thinking and practice. More specifically, early attention to evidence and argument can leverage other important aspects of effective science teaching, such as attention to classroom discourse and the role of the teacher in monitoring and assessing children's thinking. In closing, a case is made for coherence among science learning opportunities, learning to teach science experiences, and field experiences. © 2009 Wiley Periodicals, Inc. Sci Ed93:687–719, 2009