Elementary Teachers' Comprehension of Flooding through Inquiry‐based Professional Development and Use of Self‐regulation Strategies
Elementary Teachers' Comprehension of Flooding through Inquiry‐based Professional Development and Use of Self‐regulation Strategies
复制标题
小学教师通过探究式专业发展和自我调节策略对洪水的理解
DOI：
10.1080/09500693.2010.506523
复制
发表时间：
2011
影响因子：
2.3
通讯作者：
Michael Lang
中科院分区：
文献类型：
--
作者：
Elizabeth B. Lewis;Katrien J. van der Hoeven Kraft;Nievita Bueno Watts;D. Baker;M. J. Wilson;Michael Lang
本研究旨在探讨国小教师在探究式专业发展（PD）前后对洪水的理解。从测试前到测试后，教师对规范性观点的理解有所改善（n = 17，平均增益= 4.3，SD = 3.27）。一些误解和普遍缺乏知识的洪水出现在地球科学内容的两层预测试，其中一些持续整个PD研讨会，而其他的反应提供了证据，教师的理解提高。在研讨会上，教师们对自己的学与教的反思也反映出他们所纠结的概念。教师们在试图将新的学术语言（如风暴潮和排放）添加到他们先前的理解中时受到了挑战。教师表现出最小的改进包括分析地形区域，阅读地图图像，水文线解释洪水的概念。教师的最大领域的改进理解发生在理解的概率和地面条件在洪水事件中的作用。教师表现出相当大的增长，在他们的理解，一些洪水的概念，通过脚手架的调查教训整个PD建模。那些拥有更多先验知识并表现出更多自我调节学习的教师表现出对洪水规范观点的最大变化。在整个研讨会中，明确的建模和参与基于探究的科学活动以及对自我调节学习提示的书面回应支持了教师的学习。
This study focuses on elementary teachers' comprehension of flooding before and after inquiry‐based professional development (PD). There was an improvement in teachers' understanding toward a normative view from pre‐ to post‐test (n = 17, mean gain = 4.3, SD = 3.27). Several misunderstandings and a general lack of knowledge about flooding emerged from the geoscience content two‐tier pre‐test, some of which persisted throughout the PD seminar while other responses provided evidence of teachers' improved understanding. The concepts that teachers struggled with were also apparent upon examining teachers' reflections upon their learning and teaching practices throughout the seminar. Teachers were challenged as they attempted to add new academic language, such as storm surge and discharge, to their prior understandings. Flooding concepts that teachers showed the least improvement on included analyzing a topographic region, reading a map image, and hydrograph interpretation. Teachers' greatest areas of improved understanding occurred in understanding the probability and role of ground conditions in flooding events. Teachers demonstrated considerable growth in their understanding of some flooding concepts through scaffolded inquiry lessons modeled throughout the PD. Those teachers who had greater prior knowledge and demonstrated more use of self‐regulated learning showed the most change toward a normative view of flooding. The explicit modeling and participation in inquiry‐based science activities and written responses to self‐regulatory learning prompts throughout the seminar supported teachers' learning.