Impact of a Scientist–Teacher Collaborative Model on Students, Teachers, and Scientists
Impact of a Scientist–Teacher Collaborative Model on Students, Teachers, and Scientists
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科学家与教师合作模式对学生、教师和科学家的影响
DOI：
10.1080/09500693.2015.1068465
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发表时间：
2015
影响因子：
2.3
通讯作者：
Chun
中科院分区：
文献类型：
--
作者：
P. P. Shein;Chun
中小学教师与高等教育或专业科学家之间的合作已成为科学教育改革的一种普遍做法。许多国家为建立这些跨机构合作投入了教育资金和努力。自2006年以来，台湾启动了高范围计划，这是一项高中科学课程改革，旨在通过高中教师与高等教育科学家和科学教育工作者之间的合作，将先进科学技术融入高中科学课程，促进科学创新和探究。本研究作为政府努力的一部分，由8名科学家和4名教师构建了一个科学家-教师合作模式（STCM），以推动一所公立高中为期18周的环境教育高中科学课程改革。科学家和教师之间的伙伴关系提供了机会，以加强舒尔曼确定的有效科学教学的要素，并最终影响学生的学习。本研究采用混合方法研究。采用质性访谈的方法，以了解对教师和科学家的科学教学的影响。本研究采用准实验设计，以了解实验对学生科学能力和科学兴趣的影响。本研究的结果显示，使用STCM对学生的科学能力有中等程度的影响，而对学生的科学个人兴趣和情境兴趣有较大的影响。在访谈中，教师表示，STCM如何让他们提高自己的内容知识和教学内容知识（PCK），和科学家表示，增加了学习者的知识，课程知识，和PCK。
Collaborations between the K-12 teachers and higher education or professional scientists have become a widespread approach to science education reform. Educational funding and efforts have been invested to establish these cross-institutional collaborations in many countries. Since 2006, Taiwan initiated the High Scope Program, a high school science curriculum reform to promote scientific innovation and inquiry through an integration of advanced science and technology in high school science curricula through partnership between high school teachers and higher education scientists and science educators. This study, as part of this governmental effort, a scientist–teacher collaborative model (STCM) was constructed by 8 scientists and 4 teachers to drive an 18-week high school science curriculum reform on environmental education in a public high school. Partnerships between scientists and teachers offer opportunities to strengthen the elements of effective science teaching identified by Shulman and ultimately affect students’ learning. Mixed methods research was used for this study. Qualitative methods of interviews were used to understand the impact on the teachers’ and scientists’ science teaching. A quasi-experimental design was used to understand the impact on students’ scientific competency and scientific interest. The findings in this study suggest that the use of the STCM had a medium effect on students’ scientific competency and a large effect on students’ scientific individual and situational interests. In the interviews, the teachers indicated how the STCM allowed them to improve their content knowledge and pedagogical content knowledge (PCK), and the scientists indicated an increased knowledge of learners, knowledge of curriculum, and PCK.