The Role of Struggle in Pre-Service Elementary Teachers’ Experiences as Students and Approaches to Facilitating Science Learning
The Role of Struggle in Pre-Service Elementary Teachers’ Experiences as Students and Approaches to Facilitating Science Learning
复制标题
斗争在职前小学教师学生经历中的作用以及促进科学学习的方法
DOI：
10.1007/s11165-011-9221-x
复制
发表时间：
2012
影响因子：
2.3
通讯作者：
Julie M. Kittleson
中科院分区：
文献类型：
--
作者：
Rachel E. Wilson;Julie M. Kittleson
科学教育研究者关心的是准备职前小学教师（PSETs）教的方式，支持学生学习科学的有意义的方式。准备小学教师教科学是复杂的，因为他们往往是通才，可能没有与中学教师相同的科学经验。在一个基础科学方法课程中，我们通过一个包括四个PSET的案例研究，探讨了PSET对科学教学和学习的看法。使用Frykholm（课程与监督杂志19：125-149，2004）的“教育”和“削弱”不适的框架，我们研究了PSET的方法，他们自己的科学学习和科学教学的方法。在PSET的观点中，一个明显的主题是斗争。我们描述了斗争对PSET的教育或削弱的方式，无论是从他们自己的学习还是他们接近教学的方式。一些在自己的学习中挣扎的PSET开发了学习经验，让他们的学生参与基于改革的科学教学，而一些PSET开发了学习经验，防止他们的学生在学习过程中经历任何形式的挣扎。这些学生处理自己学习困难的方式反映了他们处理自己成为基于改革的科学教学教师的困难的方式。帮助PSET处理他们的感觉与科学内容的不适或思想的性质科学学习和教学的改革文件所推动的，可能是一个关键问题，在发展他们的意愿，成为有意义的科学学习的促进者。
Science education researchers are concerned with preparing pre-service elementary teachers (PSETs) to teach in ways that support students to learn science in a meaningful way. Preparing elementary teachers to teach science is complicated given that they tend to be generalists and may not have the same experience with science as secondary teachers. During an elementary science methods course, we explored PSETs’ perspectives on the teaching and learning of science via a case study that included four PSETs. Using Frykholm’s (Journal of Curriculum and Supervision 19:125–149, 2004) framework of ‘educative’ and ‘debilitating’ discomfort, we examined PSETs’ approaches to their own science learning and their approaches to science teaching. A theme apparent in PSETs’ perspectives was struggle. We described ways in which struggle was either educative or debilitating for PSETs, both in terms of their own learning and the ways in which they approached teaching. Some PSETs who struggled in their own learning developed learning experiences to engage their students in reform-based science teaching, while some PSETs developed learning experiences that prevented their students from experiencing any sort of struggle in their learning process. The ways in which these students dealt with their own learning struggles mirrored the ways in which they dealt with their struggles to become teachers of reform-based science instruction. Helping PSETs to deal with their feelings of discomfort with science content or ideas about the nature of science learning and teaching promoted by reform documents may be a key issue in developing their willingness to become facilitators of meaningful science learning.