Factors Affecting the Implementation of Argument in the Elementary Science Classroom. A Longitudinal Case Study
Factors Affecting the Implementation of Argument in the Elementary Science Classroom. A Longitudinal Case Study
复制标题
影响小学科学课堂论证实施的因素。
DOI：
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发表时间：
2009
期刊：
影响因子：
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通讯作者：
B. Hand
中科院分区：
文献类型：
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作者：
Anita M. Martin;B. Hand
这个纵向案例研究描述了影响一位经验丰富的教师试图改变她的教学实践，以实现嵌入式元素的论点到她的科学课堂的因素。研究数据是通过科学课程的录像积累的。改革教师观察协议（RTOP）是一种旨在量化与国家研究理事会（国家科学教育标准）定义的改革相关的课堂环境变化的工具。华盛顿：国家科学院出版社，1996 b）和国家研究理事会（履行承诺：国家学校的生物学教育，华盛顿，DC：国家科学院出版社，1990），并用于分析录像的科学课程。对数据的分析表明，教师提问和学生声音的区域发生了重大转变。随后完成了与教师提问和学生声音相关的几个层次的分析。这些数据表明，这些领域和科学论证的实施之间的关系。结果表明，教师从传统的，以教师为中心的，说教式的教学风格的教学实践，让重点和方向的教训，受学生的声音。这是通过改变教师的提问方式来实现的，包括从事实回忆转向更多样化的提问模式，从而增加学生的声音。随着学生声音的增加，学生开始调查想法，发表声明或主张，并以强有力的证据支持这些主张。最后，观察到学生们以反驳的形式驳斥了这些说法。本研究通知专业发展相关的经验丰富的教师，它突出了在小学课堂上实施嵌入式参数的教学问题。
This longitudinal case study describes the factors that affect an experienced teacher’s attempt to shift her pedagogical practices in order to implement embedded elements of argument into her science classroom. Research data was accumulated over 2 years through video recordings of science classes. The Reformed Teacher Observation Protocol (RTOP) is an instrument designed to quantify changes in classroom environments as related to reform as defined by the National Research Council (National science education standards. Washington, DC: National Academy Press, 1996b) and the National Research Council (Fulfilling the promise: Biology education in the nation’s schools, Washington, DC: National Academy Press, 1990) and was used to analyze videotaped science lessons. Analysis of the data shows that there was a significant shift in the areas of teacher questioning, and student voice. Several levels of subsequent analysis were completed related to teacher questioning and student voice. The data suggests a relationship between these areas and the implementation of scientific argument. Results indicate that the teacher moved from a traditional, teacher-centered, didactic teaching style to instructional practices that allowed the focus and direction of the lesson to be affected by student voice. This was accomplished by a change in teacher questioning that included a shift from factual recall to more divergent questioning patterns allowing for increased student voice. As student voice increased, students began to investigate ideas, make statements or claims and to support these claims with strong evidence. Finally, students were observed refuting claims in the form of rebuttals. This study informs professional development related to experienced teachers in that it highlights pedagogical issues involved in implementing embedded elements of argument in the elementary classroom.