Nature of Scientific Knowledge and Scientific Inquiry: Building Instructional Capacity Through Professional Development
Nature of Scientific Knowledge and Scientific Inquiry: Building Instructional Capacity Through Professional Development
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科学知识和科学探究的本质：通过专业发展建设教学能力
DOI：
10.1007/978-1-4020-9041-7_24
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发表时间：
2012
影响因子：
1.1
通讯作者：
J. Lederman
中科院分区：
文献类型：
--
作者：
Norman G. Lederman;J. Lederman
目前已有四篇综述集中于对学生和教师科学知识本质观的研究，以及提高教师和学生科学知识本质观的途径。关于学生和教师的科学探究知识（不同于进行探究的能力）的研究相当罕见。学生和教师的科学知识本质观是100多年来科学教育的重要目标。对探究和科学知识本质的理解的关注要近得多，主要归功于美国的国家科学教育标准和科学素养基准。本章的目的不是重申现有的研究，而是集中在专业发展在促进学生和教师观念的预期变化（即如何帮助教师将他们所知道的转化为有效的课堂实践）中的作用。现有的文献综述没有记录持续专业发展的性质和影响，带来的变化。本章重点介绍我们小组在芝加哥使用的几种大规模专业发展方法（即教师提高补助金、系统性变革倡议、方案重点）。特别重要的是这些不同方法的相对影响以及我们提供的专业发展性质的经验教训。当然，现有的研究对学生和教师的概念，以及他们是如何改变简要回顾提供背景下，但不只是重申已经在其他地方提出的。但是，本章的主要重点是为教师提供必要的专业发展，使他们能够将自己的知识转化为学生容易理解的形式。
Currently, four reviews focus on the research on students’ and teachers’ conceptions of nature of scientific knowledge, as well as approaches to improving teachers’ and students’ conceptions. The research related to students’ and teachers’ knowledge about scientific inquiry (as distinct from the ability to undertake inquiry) is quite rare. Students’ and teachers’ conceptions of nature of scientific knowledge have been important goals of science education for over 100 years. Attention to understandings about inquiry and about nature of scientific knowledge is much more recent and is primarily attributed to the National Science Education Standards and Benchmarks for Science Literacy in the USA. Rather than reiterate the research that does exist, the purpose of this chapter is to focus on the role of professional development in facilitating the desired change in students’ and teachers’ conceptions (i.e. how to help teachers to translate what they know into effective classroom practices). The existing literature reviews do not document the nature and impacts of sustained professional development in bringing about the change. This chapter focuses on several large-scale professional development approaches (i.e. teacher enhancement grant, systemic change initiative, programmatic emphases) that our group has used in Chicago. Of particular importance is the relative impacts of these different approaches and the lessons learned about the nature of the professional development that we provide. Naturally, the existing research on students’ and teachers’ conceptions, and how they are changed is briefly reviewed to provide context, but not to the point of just reiterating what has already been presented elsewhere. But, the primary focus of the chapter is on the necessary professional development provided to teachers so they can translate their knowledge into forms that are readily understood by the students.