Understanding Elementary Teacher Motivations for Science Fieldtrips.
Understanding Elementary Teacher Motivations for Science Fieldtrips.
复制标题
了解小学教师科学实地考察的动机。
DOI：
10.1002/sce.20085
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发表时间：
2005
影响因子：
4.3
通讯作者：
James F. Kisiel
中科院分区：
文献类型：
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作者：
James F. Kisiel
这项调查旨在确定教师带领学生前往科学博物馆或类似场所进行实地考察时的议程动机。一项分发给小学高年级教师的调查产生了各种开放式的答复，并对这些答复进行了分析和编码，以确定反复出现的主题。此外，还对十名计划带领学校参观自然历史博物馆的教师进行了采访和观察。访谈和观察数据用于对调查结果进行三角测量并完善对实际实践的描述。确定了八个实地考察动机，包括与课堂课程联系、提供一般学习体验、鼓励终身学习、增强兴趣和动力、提供新体验、改变环境或日常生活、享受乐趣以及满足学校期望。结果表明，“与课堂课程相联系”是一个重要的考虑因素，尽管教师对此的含义有不同的解释。对教师议程的进一步检查表明了不同背景的影响，包括学校和博物馆遗址的影响。这些发现提出了通过考虑教师的实地考察观点和议程来促进学校参观非正式环境的建议。 © 2005 Wiley periodicals, Inc. Sci Ed89:936–955, 2005
This investigation sought to identify the motivations that comprise teachers' agendas when leading student fieldtrips to science museums or similar sites. A survey distributed to upper elementary teachers resulted in a variety of open-ended responses that were analyzed and coded to identify recurring themes. In addition, ten teachers planning to lead a school trip to a natural history museum were interviewed and observed. Interview and observation data were used to triangulate findings and refine descriptions of actual practice. Eight fieldtrip motivations were identified including to connect with the classroom curriculum, to provide a general learning experience, to encourage lifelong learning, to enhance interest and motivation, to provide exposure to new experiences, to provide a change in setting or routine, for enjoyment, and to meet school expectations. Results indicated that ‘connecting to the classroom curriculum’ was an important consideration, although teachers had different interpretations of what this meant. Further examination of the teachers' agendas suggested the influence of different contexts, including that of the school and the museum site. These findings lead to suggestions for facilitating school visits to informal settings by considering the teachers' fieldtrip perspectives and agendas. © 2005 Wiley Periodicals, Inc. Sci Ed89:936–955, 2005