Developing interpretive power in science teaching
Developing interpretive power in science teaching
复制标题
发展科学教学中的解释能力
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
Eli Tucker
中科院分区：
文献类型：
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作者：
Ann Rosebery;Beth Warren;Eli Tucker
早期的职业教师在科学教学中很少获得解决多样性和公平问题的持续支持。从历史上讲，非义务社区是指教师的尝试（A）（A）学生在科学上的智力生成性的学生感官的曲目鼓励，可见并故意建立学生对科学现象的思想，经验和观点的广泛教学实践。通过参与者参与的专业询问：（a）学习植物科学；（b）分析课堂案例；他们的课堂上的练习；通过参加开创性的发现，教师对学生的科学思想的复杂性发展了。理智的说法是在课堂讨论中进行的，即紧急思考和含义的共同构建。更大的承诺在其课堂科学讨论中进行额外的实践。
Early career teachers rarely receive sustained support for addressing issues of diversity and equity in their science teaching. This paper reports on design research to create a 30 hour professional development seminar focused on cultivating the interpretive power of early career teachers who teach science to students from historically non-dominant communities. Interpretive power refers to teachers’ attunement to (a) students’ diverse sense-making repertoires as intellectually generative in science and (b) expansive pedagogical practices that encourage, make visible, and intentionally build on students’ ideas, experiences, and perspectives on scientific phenomena. The seminar sought to integrate student sense-making, scientific subject matter, teaching practice, and matters of equity and diversity on the same plane of professional inquiry by engaging participants in: (a) learning plant science; (b) analyzing classroom cases; (c) experimenting with expansive discourse practices in their classrooms; and (d) analyzing their classroom experiments in relation to student sense-making and expansive pedagogy. Twenty-eight teachers participated in two cycles of design research. An interview-based transcript analysis task captured shifts in teachers’ interpretive power through their participation in the seminar. Findings showed that the teachers developed greater attunement to: complexity in students’ scientific ideas; the intellectual generativity of students’ sense-making; student talk as evidence of in-process, emergent thinking; and co-construction of meaning in classroom discussions. Findings also showed that participants developed deeper understanding of the functions of expansive teaching practices in fostering student sense-making in science and greater commitment to engaging in expansive practices in their classroom science discussions. © 2015 Wiley Periodicals, Inc. J Res Sci Teach XX:XX-XX, 2015.