No Silver Bullet for Inquiry: Making Sense of Teacher Change Following an Inquiry-Based Research Experience for Teachers
No Silver Bullet for Inquiry: Making Sense of Teacher Change Following an Inquiry-Based Research Experience for Teachers
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DOI：
10.1002/sce.20298
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发表时间：
2009-03-01
影响因子：
4.3
通讯作者：
Granger, Ellen M.
中科院分区：
文献类型：
--
作者：
Blanchard, Margaret R.;Southerland, Sherry A.;Granger, Ellen M.
探究被认为是科学教学改革的核心，但很少有教师有科学探究的经验，因此对科学探究的认识非常幼稚。教师研究体验(RETS)是一种很有前途的专业发展形式，它允许教师体验科学探究，希望这些经验将转化为课堂上的探究。这些节目在直觉上是令人愉悦的。几乎没有证据证明它们的有效性。在这项研究中，四名中学理科教师在进行了为期6周的海洋生态测试后，被跟踪回到他们的教室。本研究采用定性与定量相结合的数据收集方法，回答了以下问题：教师对课堂探究的最初构想和实施是什么？在RET之后它们是如何变化的？问题的性质和用法的变化如何突显探究性教学的变化？；：教师的变化与RET有什么联系？是否有RET经验无法解释的变化？进入该项目的教师对教与学的理解更加复杂、基于理论，他们更倾向于将探究理解为一种模式，并在项目结束后的整个教学过程中使用基于课堂的探究。对专业发展的影响也进行了讨论。(C)2008年威利期刊公司SCI版93：322-360。2009年
Inquiry is seen as central to the reform of science teaching and learning, but few teachers have experience with scientific inquiry and thus possess very naive conceptions of it. One promising form of professional development, research experiences for teachers (RETs), allows teachers to experience scientific inquiry in the hopes that these experiences will then translate to inquiry in the classroom. As intuitively pleasing its these programs are. scant evidence documents their effectiveness. For this study, four secondary science teachers were followed back to their classrooms following a 6-week, marine ecology I RET. The research employed qualitative and quantitative data collection to answer these questions: What were the teachers' initial conceptions and enactment of classroom inquiry! and how did they change after the RET?; How did changes in the nature and use of questions highlight changes in inquiry enactment?;: and How were the teachers' changes linked to the RET and are there changes that cannot be explained by the RET experience? Teachers who entered the program with more sophisticated, theory-based understanding of teaching and learning were more apt to understand inquiry as a model and to use classroom-based inquiry throughout their teaching following the program. Implications for professional development are discussed. (c) 2008 Wiley Periodicals, Inc. Sci Ed 93:322-360. 2009