Teachers' Language on Scientific Inquiry: Methods of teaching or methods of inquiry?
Teachers' Language on Scientific Inquiry: Methods of teaching or methods of inquiry?
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教师的科学探究语言：教学方法还是探究方法？
DOI：
10.1080/09500690902977457
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发表时间：
2010
影响因子：
2.3
通讯作者：
S. Holmgren
中科院分区：
文献类型：
--
作者：
J. Gyllenpalm;P. Wickman;S. Holmgren
本文以科学探究相关语言的使用为重点，探讨了12位中学科学教师如何描述学生在科学课上的实际工作实例。这项研究的目的是阐明与探究有关的中学科学教学的文化和传统，正如语言的使用所表达的那样。数据由教师使用的实际探究单元的半结构化访谈组成。这些都被用来将他们的教学讨论置于真实的背景中。理论背景是社会文化和实用主义对语言在科学学习中的作用的看法。分析的重点是科学探究的两个概念：假设和实验。研究表明，教师倾向于使用这些具有教学功能的术语，从而将教学方法与探究方法混为一谈，作为强调教孩子正确解释的一部分。教师们没有把理解科学探究作为知识目标来优先考虑。它讨论了学习者学习科学探究的特征和科学本质的可能性如何受到日常话语的非反思性使用的影响。
With a focus on the use of language related to scientific inquiry, this paper explores how 12 secondary school science teachers describe instances of students' practical work in their science classes. The purpose of the study was to shed light on the culture and traditions of secondary school science teaching related to inquiry as expressed in the use of language. Data consisted of semi‐structured interviews about actual inquiry units used by the teachers. These were used to situate the discussion of their teaching in a real context. The theoretical background is socio‐cultural and pragmatist views on the role of language in science learning. The analysis focuses on two concepts of scientific inquiry: hypothesis and experiment. It is shown that the teachers tend to use these terms with a pedagogical function thus conflating methods of teaching with methods of inquiry as part of an emphasis on teaching the children the correct explanation. The teachers did not prioritise an understanding of scientific inquiry as a knowledge goal. It discusses how learners' possibilities to learn about the characteristics of scientific inquiry and the nature of science are affected by an unreflective use of everyday discourse.