Investigating the Development of Preservice Science Teachers’ Nature of Science Instructional Views Across Rings of the Family Resemblance Approach Wheel
Investigating the Development of Preservice Science Teachers’ Nature of Science Instructional Views Across Rings of the Family Resemblance Approach Wheel
复制标题
调查职前科学教师的发展——跨家族相似性方法轮的科学本质教学观
DOI：
10.1007/s11191-023-00418-7
复制
发表时间：
2023
影响因子：
2.8
通讯作者：
Daemicke, Ren
中科院分区：
文献类型：
--
作者：
Voss, Sarah;Kent-Schneider, Isaiah;Kruse, Jerrid;Daemicke, Ren
虽然人们对教师学习科学本质（NOS）概念的了解很多，但对于教师如何理解如何有效地教授 NOS 或不同级别的家族相似性方法（FRA）的教学观点可能有何不同，人们知之甚少。因此，本研究调查了职前中学科学教师在完成一学期的 NOS 课程时与不同级别的 FRA 轮相关的 NOS 教学观点。学期内有四次通过书面文件和访谈收集有关 NOS 教学观点的数据。参与者的 NOS 教学观点根据 NOS 教学的三个方面进行评估：明确、反思和情境作用（McComas 等人，）。就 NOS 教学的显性和反思性组成部分而言，参与者通常从利用 NOS 的不准确表示发展到包含准确的隐含信息，最后到经常模仿课程活动的显性反思性教学。随着学期的进展，他们的提问也转向了更具体的 NOS 方面。就背景的作用而言，参与者从将 NOS 作为自己的主题转向了更加嵌入式的方法。其他发现包括，职前教师倾向于对 NOS 的社会制度方面使用更抽象和情境化的活动，而不是针对认知认知 NOS 的具体和适度情境化的活动。 NOS 课程的特点可以解释所观察到的学习进展的某些方面。
While much is known about teacher learning of nature of science (NOS) concepts, less is known about how teachers develop an understanding of how to effectively teach NOS or how instructional views might differ across levels of the Family Resemblance Approach (FRA) wheel. Therefore, this study investigated the NOS instructional views related to different levels of the FRA wheel of preservice secondary science teachers as they completed a semester-long NOS course. At four times during the semester, data was collected through written documents and interviews about NOS instructional views. Participant NOS instructional views were evaluated in terms of three aspects of NOS teaching: explicit, reflective, and role of context (McComas et al., ). In terms of the explicit and reflective components of NOS instruction, participants generally progressed from utilizing inaccurate representations of NOS to inclusion of accurate implicit messages, and finally to explicit reflective instruction often mimicking course activities. As the semester progressed, their questioning also moved toward targeting more specific NOS aspects. As far as the role of context, participants moved from treating NOS as its own topic to a more embedded approach. Other findings include that preservice teachers tended to use more abstract and contextualized activities for social institutional aspects of NOS as opposed to concrete and moderately contextualized activities for cognitive-epistemic NOS. Features of the NOS course may account for some aspects of the learning progressions observed.
登录
查看更多内容
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：
--
发表时间：
2013
期刊：
影响因子：
--
作者：
Z. Wan;Siu Ling Wong;Y. Zhan
通讯作者：
Y. Zhan
科学本质教学的关键。
DOI：
--
发表时间：
2004
期刊：
影响因子：
--
作者：
W. McComas
通讯作者：
W. McComas
调查 STEM 的认知本质：使用家族相似性方法分析美国科学课程文件
DOI：
--
发表时间：
2020
期刊：
影响因子：
--
作者：
Wonyong Park;Jen;S. Erduran
通讯作者：
S. Erduran
走向对科学本质的精确描述
影响因子：
4.3
作者：
I. Galili
通讯作者：
I. Galili
比较学生对科学问题的趋同性、发散性和评价性性质的回答
影响因子：
2.3
作者：
Sarah Voss;Jerrid Kruse;Isaiah Kent
通讯作者：
Isaiah Kent