Using an adaptive expertise lens to understand the quality of teachers’ classroom implementation of computer-supported complex systems curricula in high school science
Using an adaptive expertise lens to understand the quality of teachers’ classroom implementation of computer-supported complex systems curricula in high school science
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使用自适应专业知识镜头来了解高中科学中计算机支持的复杂系统课程的教师课堂实施质量
DOI：
10.1080/02635143.2015.1031099
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发表时间：
2015
影响因子：
1.6
通讯作者：
E. Klopfer
中科院分区：
文献类型：
--
作者：
Susan A. Yoon;Jessica Koehler;Emma Anderson;Joyce Lin;E. Klopfer
背景资料：这项探索性研究是一个更大规模的研究项目的一部分，旨在建立复杂系统的理论和实践知识的学生和教师，通过专业发展和课堂干预提高高中生物学学习的目标。目的：我们提出了一个自适应的专业知识模型，以更好地了解教师的课堂实践，因为他们试图在生物单元的实施，包括与计算机模拟工作，学习和教学通过复杂的系统思想导航无数的变量。样本：研究参与者是三名高中生物教师，两名女性和一名男性，教学经验从6年到16年不等。他们的教学环境也从14-47%的学生成绩不等先进的科学熟练程度。设计和方法：我们使用了一个整体的多案例研究方法，并在2011-2012学年收集数据。数据来源包括课堂观察、教师和学生调查以及访谈。通过对数据源的定性挖掘和对调查结果的三角测量进行了数据分析和可信度测量。结果如下：我们说明了在实施复杂系统课程时或多或少成功的教学和学习的适应性专业知识的特征。我们还展示了案例研究教师之间的差异与适应性专业知识的特定变量。结论：这项研究有助于更好地支持教师通过复杂的系统教学和课程方法进行教学所需的实践和专业发展的奖学金。
Background: This exploratory study is part of a larger-scale research project aimed at building theoretical and practical knowledge of complex systems in students and teachers with the goal of improving high school biology learning through professional development and a classroom intervention. Purpose: We propose a model of adaptive expertise to better understand teachers’ classroom practices as they attempt to navigate myriad variables in the implementation of biology units that include working with computer simulations, and learning about and teaching through complex systems ideas. Sample: Research participants were three high school biology teachers, two females and one male, ranging in teaching experience from six to 16 years. Their teaching contexts also ranged in student achievement from 14–47% advanced science proficiency. Design and methods: We used a holistic multiple case study methodology and collected data during the 2011–2012 school year. Data sources include classroom observations, teacher and student surveys, and interviews. Data analyses and trustworthiness measures were conducted through qualitative mining of data sources and triangulation of findings. Results: We illustrate the characteristics of adaptive expertise of more or less successful teaching and learning when implementing complex systems curricula. We also demonstrate differences between case study teachers in terms of particular variables associated with adaptive expertise. Conclusions: This research contributes to scholarship on practices and professional development needed to better support teachers to teach through a complex systems pedagogical and curricular approach.