Ambitious Teachers’ Design and Use of Classrooms as a Place of Science
Ambitious Teachers’ Design and Use of Classrooms as a Place of Science
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雄心勃勃的教师对教室作为科学场所的设计和使用
DOI：
10.1002/sce.21273
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发表时间：
2017
影响因子：
4.3
通讯作者：
David Stroupe
中科院分区：
文献类型：
--
作者：
David Stroupe
本研究探讨了三位教师如何有目的地设计和使用他们的课堂作为一个“科学的地方”，学生参与纪律实践。科学的地方是一个塑造规范，价值观和学科实践历史的地方。每个参与者的教室都促进了独特的科学形式，然而参与者制定的雄心勃勃的教学产生了一种共同的教室使用科学成为一种公共实践，其中一种锚定现象随着时间的推移而被困惑，建模和解释。这项研究的结果对科学教育工作者有两个启示。首先，教师的教学准备和科学背景塑造了他们如何设计教室作为一个科学的地方。第二，尽管每位教师都制定了雄心勃勃的教学计划，但他们利用课堂来促进不同形式的科学。
This multicase study examines how three teachers enacting ambitious instruction purposefully designed and used their classroom as a “place of science” in which students participated in disciplinary practices. A place of science is a location that shapes the norms, values, and history of disciplinary practices. Each participant's classroom promoted unique forms of science, yet the participants’ enactment of ambitious instruction produced a common use of classrooms—science became a public practice in which an anchoring phenomenon was puzzled over, modeled, and explained over time. The results of this study have two implications for science educators. First, a teacher's pedagogical preparation and science background shape how they design classrooms as a place of science. Second, though each teacher enacted ambitious instruction, they used classrooms to promote different forms of science.