“The Goals Remain Elusive”: Using Drawings to Examine Shifts in Teachers’ Mental Models Before and After an NGSS Professional Learning Experience
“The Goals Remain Elusive”: Using Drawings to Examine Shifts in Teachers’ Mental Models Before and After an NGSS Professional Learning Experience
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“目标仍然难以捉摸”：用图画检查 NGSS 专业学习体验前后教师心理模型的变化
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发表时间：
2020
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通讯作者：
Carrie
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作者：
Carrie
教师能否有效地实施NGSS的宏伟愿景，取决于他们对所需的概念和教学转变的理解，以及他们对如何在课堂上实施这些转变的解释。因此，了解教师在转变方面的实践知识是支持他们有效实施NGSS愿景的重要一步。本研究采用了心理模型框架和教师图纸，以检查22名在职中学科学教师的专业发展，旨在支持他们理解和增量教学转变与NGSS对齐之前和之后的实践知识。研究结果表明，教师的心理模式转移在两个有前途的方式。首先，教师认识到他们的角色和学生的角色需要改变，第二，科学的做法看起来和听起来都不同于传统的课堂做法。然而，研究结果也表明，教师努力调和新的想法，从PD与他们以前的心理模型，他们的课堂实践。这些发现是重要的，因为它们表明，教师可能对科学教学和学习的外观和声音有更完整的心理模型，当它专注于大多数人传统上认为的课堂科学行为时（例如，“做实验室”），或包括传统知识传播结构（例如，讲座）。这对科学教师教育工作者和研究人员具有重要意义，将进行讨论。
ABSTRACT Teachers’ ability to effectively enact the ambitious vision of the NGSS depends on their understanding of the conceptual and instructional shifts required, and their interpretation of how to implement these shifts in their classrooms. Thus, understanding teachers’ practical knowledge regarding the shifts is an important step in supporting them to effectively implement the NGSS vision. This study used a mental models framework and teacher drawings to examine the practical knowledge of 22 in-service secondary science teachers before and after professional development that was designed to support them to understand and make incremental instructional shifts aligned with the NGSS. Findings indicate that teachers’ mental models shifted in two promising ways. First, teachers recognized that their roles and their students’ roles would need to change, and second, the doing of science looks and sounds different than what was traditionally done in their classrooms. However, findings also suggest that teachers struggled to reconcile new ideas from the PD with their previous mental models of their classroom practice. These findings are significant because they indicate, teachers may have more fully-formed mental models for what science teaching and learning looks and sounds like when it is focused on what most would traditionally think of as classroom science doing (e.g., “doing labs”), or when it includes traditional knowledge dissemination structures (e.g., lectures). This has important implications for science teacher educators and researchers, which will be discussed.