Research experiences for teachers: influences related to expectancy and value of changes to practice in the American classroom
Research experiences for teachers: influences related to expectancy and value of changes to practice in the American classroom
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教师的研究经验：与美国课堂实践变化的期望和价值相关的影响
DOI：
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发表时间：
2009
期刊：
影响因子：
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通讯作者：
M. Pop
中科院分区：
文献类型：
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作者：
Crissie M. Grove;Patricia Dixon;M. Pop
这项定性研究考察了一个专业发展计划，以及这种经历如何影响教师对计划和科学教学实践的想法，特别是在计划期间重点关注的元素。该项目支持从全国各地挑选的13名美国K-12教师，让他们在美国东南部一家全国公认的科学实验室与一名科学家导师共度六周时间。教师研究体验计划的特色是特别设计的，以鼓励基于教师对探究、实验设计、科学的本质、过程技能和交流的理解的反思性计划。这项研究的结果包括教师关于实施研究性科学实践(例如探究式学习)的积极和准确的陈述增加，以及一个案例研究展示了一名教师在参加该项目后对教师的研究经验和对其课堂实践的改变。
This qualitative study examines one professional development program and how this experience affects teachers’ thoughts about planning and science teaching practices specific to the elements focused on during the program. The program supports 13 American K–12 teachers, selected from across the nation, to spend six weeks with a mentor scientist in a nationally recognized science laboratory in the southeastern United States. The Research Experiences for Teachers program features are specifically designed to encourage reflective planning based on teachers’ understanding of inquiry, experimental design, the nature of science, process skills and communication. Results of this study include teachers’ increase in positive and accurate statements concerning implementing research‐based science practices (e.g. inquiry‐based learning) and one case study that demonstrates one teacher’s Research Experiences for Teachers experience and changes made to her classroom practices after attending the program.