What are critical features of science curriculum materials that impact student and teacher outcomes
What are critical features of science curriculum materials that impact student and teacher outcomes
复制标题
影响学生和教师成果的科学课程材料的关键特征是什么
DOI：
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
S. McKenney
中科院分区：
文献类型：
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作者：
N. P. Roblin;C. Schunn;S. McKenney
为了支持科学教育改革，在课程材料上进行了大量投资。然而，关于课程材料的哪些特征真正影响学生和教师学习的证据相对较少。为了满足这一需求，本研究考察了与学生和教师成绩相关的课程特征。我们回顾了关于51份基于研究性的K-12科学课程材料的教学结果的样本课程材料和文献报道。我们的研究结果表明，教师支持，而不是学生支持，对学生和教师的成绩都有积极的影响。具体而言，积极的学生结果与范围更广的课程材料以及为教师提供有关学生想法和建议教学策略的材料有关。积极的教师结果与存在关于目标标准和建议的教学策略的信息有关。关于教师成果的研究报告相对较少，而且很难找到关于课程材料影响的其他方面(例如，传播、可持续性)的证据。总体而言，这些结果揭示了在协调的课程单元中嵌入教师支持并确保足够的内容范围以支持随着时间的推移发展概念理解的广泛重要性。讨论了对新课程教材设计和进一步研究的启示。
Large investments are made in curriculum materials with the goal of supporting science education reform. However, relatively little evidence is available about what features of curriculum materials really matter to impact student and teacher learning. To address this need, the current study examined curriculum features associated with student and teacher outcomes. We reviewed sample curriculum materials and documentation reporting on the instructional outcomes of 51 research-based K–12 science curriculum materials. Our findings reveal that teacher supports, rather than student supports, had positive impacts on both student and teacher outcomes. Specifically, positive student outcomes were associated with curriculum materials with a larger scope and with materials that provide teachers with information about students’ ideas and recommended instructional strategies. Positive teacher outcomes were associated with the presence of information about targeted standards and recommended instructional strategies. Relatively fewer studies reported on teacher outcomes, and evidence about other dimensions of curriculum materials impact (e.g., spread, sustainability) was difficult to find. Overall, these results reveal the broad importance of embedding teacher supports and ensuring sufficient scope of content across coordinated curriculum units to support the development of conceptual understanding over time. Implications for the design of new curriculum materials and further research are discussed.