Examining the Effect of Teachers' Adaptations of a Middle School Science Inquiry-Oriented Curriculum Unit on Student Learning
Examining the Effect of Teachers' Adaptations of a Middle School Science Inquiry-Oriented Curriculum Unit on Student Learning
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DOI：
10.1002/tea.20399
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发表时间：
2011-02-01
影响因子：
4.6
通讯作者：
Krajcik, Joseph
中科院分区：
文献类型：
--
作者：
Fogleman, Jay;McNeill, Katherine L.;Krajcik, Joseph
以改革为基础的课程提供了一个有希望的途径，以支持学生在科学方面取得更大的成就。然而，教师在自己的课堂上使用创新课程时，经常会对其进行改编。在这项研究中，我们考察了19名教师如何适应探究导向的中学科学课程。具体而言，我们调查教师的课程适应（时间量，完成水平和活动结构），教师自我效能感（教师舒适度和学生的理解），和教师的经验，制定的单位影响学生的学习。数据来源包括课程调查、对重点教师的录像观察以及对1，234名学生的前测和后测。我们使用分层线性模型的分析发现，学生成绩的差异有38%发生在教师之间。两个变量显着预测学生的学习：教师经验和活动结构。以前教过探究式课程的教师有更大的学生收益。在活动结构上，学生自己完成调查的学习成效比在教室里观察教师完成调查的学生更大。这些发现表明，教师有效地使用创新科学课程需要时间。此外，这项研究提供了证据的重要性，让学生积极参与调查研究，以发展对关键科学概念的理解。(c)2010 Wiley Periodicals，Inc. J Res Sci Teach 48：149-169，2011
Reform based curriculum offer a promising avenue to support greater student achievement in science. Yet teachers frequently adapt innovative curriculum when they use them in their own classrooms. In this study, we examine how 19 teachers adapted an inquiry-oriented middle school science curriculum. Specifically, we investigate how teachers' curricular adaptations (amount of time, level of completion, and activity structures), teacher self-efficacy (teacher comfort and student understanding), and teacher experience enacting the unit influenced student learning. Data sources included curriculum surveys, videotape observations of focal teachers, and pre- and post-tests from 1,234 students. Our analyses using hierarchical linear modeling found that 38% of the variance in student gain scores occurred between teachers. Two variables significantly predicted student learning: teacher experience and activity structure. Teachers who had previously taught the inquiry-oriented curriculum had greater student gains. For activity structure, students who completed investigations themselves had greater learning gains compared to students in classrooms who observed their teacher completing the investigations as demonstrations. These findings suggest that it can take time for teachers to effectively use innovative science curriculum. Furthermore, this study provides evidence for the importance of having students actively engaging in inquiry investigations to develop understandings of key science concepts. (c) 2010 Wiley Periodicals, Inc. J Res Sci Teach 48: 149-169, 2011