Constraints experienced by beginning secondary science teachers in implementing scientific inquiry lessons
Constraints experienced by beginning secondary science teachers in implementing scientific inquiry lessons
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DOI：
10.1080/0950069022000070261
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发表时间：
2004-01-23
影响因子：
2.3
通讯作者：
Luft, UA
中科院分区：
文献类型：
--
作者：
Roehrig, GH;Luft, UA
“科学作为探究”是美国科学教师即将制定的国家科学教育标准中的一项关键内容标准。本研究旨在了解影响探究式教学的因素，并对14名初任中学理科教师进行研究。这些教师是大学/学区协作入职计划的一部分，旨在促进以探究为基础的教学。在为期一年的时间里，对教师进行跟踪，试图了解他们的教学信念、教学实践、对科学和科学探究本质的认识，以及他们在课堂上进行探究教学的经验。案例和跨案例比较揭示了影响他们实施探究式教学的五个主要限制因素：对科学和科学探究本质的理解、内容知识、教学内容知识、教学信念以及对管理和学生的关注。这项研究强调了基于标准的入门课程的必要性，这些课程提供各种形式的支持，以帮助初任科学教师。
'Science as inquiry' is a key content standard in the National Science Education Standards to be enacted by US science teachers. This paper is the result of a study that was conducted in order to understand factors that impacted the inquiry-based instruction of 14 beginning secondary science teachers. These teachers were part of a collaborative university/school district induction program designed to facilitate inquiry-based instruction. For a period of 1 year, the teachers were followed in an attempt to understand their teaching beliefs, instructional practices, knowledge of the nature of science and scientific inquiry, and their experiences with inquiry instruction in the classroom. Case and cross-case comparisons revealed five main constraints that impacted their enactment of inquiry-based instruction: an understanding of the nature of science and scientific inquiry, content knowledge, pedagogical content knowledge, teaching beliefs, and concerns about management and students. This study reinforces the need for standards-based induction programs that offer various forms of support to assist beginning science teachers.