Teaching Nature of Science to Preservice Science Teachers: A Phenomenographic Study of Chinese Teacher Educators’ Conceptions
Teaching Nature of Science to Preservice Science Teachers: A Phenomenographic Study of Chinese Teacher Educators’ Conceptions
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向职前科学教师教授科学本质：中国教师教育者观念的现象学研究
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
Y. Zhan
中科院分区：
文献类型：
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作者：
Z. Wan;Siu Ling Wong;Y. Zhan
本研究从现象学的视角出发，通过两次半结构式访谈，考察了中国科学教师教育工作者对在职科学教师的科学本质教学观。研究对象为24名来自中国发达地区的科学教师教育工作者。五个关键方面出现了从数据上的概念教学NOS，包括教学NOS的价值，NOS的教学内容，将NOS教学的课程，学习NOS，教师的角色。这些维度中的一些与一般教学概念研究中报道的维度有很多相似之处，而另一些则有明显的不同，这体现在对副科学教师进行NOS教学的一些独特特征中。这些关键维度可以构成培训科学教师或教师教育者教授NOS的模块或课程的有价值的组成部分，提供解释NOS教学实践的框架，以及为探索其他学科组的NOS教学概念奠定基础（例如，学校教师的教学NOS的概念）或在其他情况下（例如，教在职教师的NOS）。
Drawing from the phenomenographic perspective, this study investigated Chinese science teacher educators’ conceptions of teaching nature of science (NOS) to preservice science teachers through two semi-structured interviews. The subjects were twenty-four science teacher educators in the developed regions in China. Five key dimensions emerged from the data on the conceptions of teaching NOS, including value of teaching NOS, NOS content to be taught, incorporation of NOS instruction in courses, learning of NOS, and role of the teacher. While some of these dimensions share much similarity with those reported in the studies of conceptions of teaching in general, some are distinctively different, which is embedded in some unique features of teaching NOS to preservice science teachers. These key dimensions can constitute the valuable components of the module or course to train science teachers or teacher educators to teach NOS, provide a framework to interpret the practice of teaching NOS, as well as lay a foundation for probing the conceptions of teaching NOS of other groups of subjects (e.g., school teachers’ conceptions of teaching NOS) or in other contexts (e.g., teaching NOS to in-service teacher).