Teachers and science curriculum materials: where we are and where we need to go
Teachers and science curriculum materials: where we are and where we need to go
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教师和科学课程材料：我们在哪里以及我们需要去哪里
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
J. V. van Driel
中科院分区：
文献类型：
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作者：
E. Davis;F. Janssen;J. V. van Driel
摘要课程材料作为科学教师的一个关键概念工具，更好地了解科学教师如何使用这些工具，有助于改善课程设计和理论相关的教师学习和决策。作者回顾了有关教师和科学课程材料的文献。该审查围绕三个主要问题组织：教师在使用科学课程材料时做了什么？当教师使用科学课程材料时会发生什么？为什么教师要做出他们所做的决定？对于每一个问题，作者首先总结了两个关键的审查结果，从数学教育文献，然后将科学教育的结果与这些结果并列。审查发现，相对较少了解的机制，教师如何互动与课程材料。为了解决这一差距，补充和扩展该领域现有的教师与课程的关系的理解，作者提出了四个命题，立足于自我调节的文献。这些命题反映了教师课程决策的一种机制。自我调节的观点还有助于为科学教师提供更有针对性的支持，目的是以预期的方式吸收、调整和颁布课程材料，教师自己的教学也得到了改善。作者最后呼吁进行研究，进一步探索科学教师个人的决策如何处于更广泛的社会文化背景下。
Abstract Curriculum materials serve as a key conceptual tool for science teachers, and better understanding how science teachers use these tools could help to improve both curriculum design and theory related to teacher learning and decision-making. The authors review the literature on teachers and science curriculum materials. The review is organised around three main questions: What do teachers do when using science curriculum materials?, What happens when teachers use science curriculum materials? and Why do teachers make the decisions they do? For each question, the authors first summarise the findings of two key reviews from the mathematics education literature, then situate the findings from science education in juxtaposition with those findings. The review uncovers that relatively little is understood about the mechanism underlying how teachers interact with curriculum materials. To try to address this gap, complementing and extending the field’s existing understandings of the teacher–curriculum relationship, the authors make four propositions, grounded in the literature on self-regulation. The propositions reflect a mechanism for teacher curricular decision-making. The self-regulation perspective also helps to develop more targeted support for science teachers aimed at the uptake, adaptation and enactment of curriculum materials in ways that are intended, and that teachers themselves experience as an improvement in their teaching. The authors conclude with a call for research that further explores the ways in which individual science teachers’ decision-making is situated within the wider sociocultural context.