Characterizing elementary teachers' enactment of high-leverage practices through engineering design-based science instruction
Characterizing elementary teachers' enactment of high-leverage practices through engineering design-based science instruction
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DOI：
10.1002/sce.21325
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发表时间：
2018-03-01
影响因子：
4.3
通讯作者：
Radloff, Jeffrey
中科院分区：
文献类型：
--
作者：
Capobianco, Brenda M.;DeLisi, Jacqueline;Radloff, Jeffrey
为了记录教师在科学教学新改革中的行动，需要使用工程设计进行科学教学的有效和可扩展的措施。本研究描述了一种方法的开发和测试，该方法用于记录和描述小学科学教师多日实施的基于工程设计的科学教学。使用雄心勃勃的教学原则，我们探讨了4年级教师如何利用高杠杆的做法，努力教科学使用工程设计的元素。数据包括33个小时的课堂观察，半结构化访谈和教师的反思。使用课程事件，课堂组织和教学代码类似的文学工程设计过程中，我们生成和分析课堂事件地图，注意到跨多个和个别教师教室的趋势。结果表明，在多个教室的设计过程中的不同阶段花费的时间百分比，以及在个别情况下，展示教师的能力，通过工程设计为基础的科学教学制定雄心勃勃的教学实践的一致性。影响表明，我们的方法提供了一个有用的方法，不仅文件和工程设计为基础的科学教学实践的特点，但也揭示了利用学生的思维，通过雄心勃勃的工程教学实践的复杂性。
In an effort to document teachers' enactments of new reform in science teaching, valid and scalable measures of science teaching using engineering design are needed. This study describes the development and testing of an approach for documenting and characterizing elementary science teachers' multiday enactments of engineering design-based science teaching. Using the tenets of ambitious teaching, we explore how Grade 4 teachers utilized elements of high-leverage practices in an effort to teach science using engineering design. Data included 33 hours of classroom observations, semistructured interviews, and teacher reflections. Using lesson event, classroom organization, and instructional codes analogous to the literature on the engineering design process, we generated and analyzed classroom event maps, noting trends across multiple and individual teacher classrooms. Results indicated percentages of time spent on different phases within the design process among multiple classrooms as well as consistency across individual cases that demonstrate teachers' capacity to enact ambitious teaching practices through engineering design-based science instruction. Implications suggest that our approach provides a useful method to not only document and characterize engineering design-based science teaching practices but also reveals complexities of leveraging student thinking through ambitious engineering teaching practices.