Videobased Lesson Analysis: Effective Science PD for Teacher and Student Learning
Videobased Lesson Analysis: Effective Science PD for Teacher and Student Learning
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基于视频的课程分析：教师和学生学习的有效科学PD
DOI：
10.1002/tea.20408
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发表时间：
2011
影响因子：
4.6
通讯作者：
Nicole I. Z. Wickler
中科院分区：
文献类型：
--
作者：
Kathleen J. Roth;H. Garnier;Catherine Chen;Meike Lemmens;K. Schwille;Nicole I. Z. Wickler
科学教师从课程分析中学习（STeLLA）项目是一个基于视频的实践分析PD项目，旨在提高小学高年级教师和学生的学习水平。PD项目开发并使用了两个“镜头”，一个科学内容故事线镜头和一个学生思维镜头，以帮助教师分析科学教学和学习，并在为期一年的项目中改进教学实践。参与者包括48名教师（试验组32名，对照组16名）和1490名学生。STeLLA项目显著提高了教师的科学内容知识水平和科学教学分析能力。值得注意的是，STeLLA教师进一步增加了与这两个镜头相关的科学教学策略的课堂使用，而他们的学生则增加了科学内容知识。多层次HLM分析将学生学习的较高平均收益与教师的科学内容知识、教师关于学生思维的教学内容知识以及旨在提高科学内容故事情节连贯性的教学实践联系起来。本文强调了科学内容故事线在STeLLA项目中的重要性，并讨论了其在更广泛的科学教学和专业发展中的潜在意义。©2011 Wiley期刊，Inc., J Res Sci Teach 48: 117-148, 2011
The Science Teachers Learning from Lesson Analysis (STeLLA) project is a videobased analysis-of-practice PD program aimed at improving teacher and student learning at the upper elementary level. The PD program developed and utilized two “lenses,” a Science Content Storyline Lens and a Student Thinking Lens, to help teachers analyze science teaching and learning and to improve teaching practices in this year-long program. Participants included 48 teachers (n = 32 experimental, n = 16 control) and 1,490 students. The STeLLA program significantly improved teachers' science content knowledge and their ability to analyze science teaching. Notably, the STeLLA teachers further increased their classroom use of science teaching strategies associated with both lenses while their students increased their science content knowledge. Multi-level HLM analyses linked higher average gains in student learning with teachers' science content knowledge, teachers' pedagogical content knowledge about student thinking, and teaching practices aimed at improving the coherence of the science content storyline. This paper highlights the importance of the science content storyline in the STeLLA program and discusses its potential significance in science teaching and professional development more broadly. © 2011 Wiley Periodicals, Inc., J Res Sci Teach 48: 117–148, 2011