Teaching Students ''Ideas-About-Science": Five Dimensions of Effective Practice
Teaching Students ''Ideas-About-Science": Five Dimensions of Effective Practice
复制标题
教授学生“关于科学的想法”：有效实践的五个维度
DOI：
10.1002/sce.10136
复制
发表时间：
2004
期刊：
影响因子：
--
通讯作者：
M. Ratcliffe
中科院分区：
文献类型：
--
作者：
Hannah Bartholomew;J. Osborne;M. Ratcliffe
在本文中，我们报告的工作进行了一组11名英国教师在一年的时间内，教科学的性质，它的过程和实践方面。这些在小学、初中和高中教授科学的教师被要求教授一套“关于科学的想法”，在项目的第一部分，他们使用德尔菲研究建立了一致的支持。数据收集通过现场笔记，教师的经验教训，教师的反思日记的视频，和仪器，测量他们的理解科学的本质和他们的观点的作用和价值的讨论在课堂上。在本文中，我们利用一个样本的数据，探讨因素提供或抑制教师的教学表现在这一领域。使用这些数据，我们认为，有五个关键的尺寸，区分和确定教师的能力，有效地教科学。虽然这些方面既不是相互独立的，也不是同等重要的，但它们是评估和解释成功的宝贵分析工具。或者说，当科学教师面对科学教学的时候。此外，我们认为，他们是一个重要的手段，确定教学法的初始和在职培训的科学教师的课程，包括元素的“关于科学的想法”。
In this paper, we report work undertaken with a group of 11 UK teachers over a period of a year to teach aspects of the nature of science, its porcess and its practices. The teachers, who taught science in a mix of elementary, junior high and high schools, were asked to teach a set of 'ideas-about-science' for which consensual support had been established using a Delphi study in the first part of the project. Data were collected through field notes, videos of the teachers' lessons, teachers' reflective diaries, and instruments that measured their understanding of the nature of science and their views on the role and value of discussion in the classroom. In this paper, drawing on a sample of the data we explore the factors that afforded or inhibited the teachers' pedagogic performance in this domain. Using these data we argue that there are five critical dimensions that distinguish and determine a teacher's ability to teach effectively about science. Whilst these dimensions are neither mutually independent nor equally important, they serve as a valuable analytical tool for evaluating and explaining the success. or otherwise, that individual teachers of science have when confronted with teaching aspects about science. In addition, we argue that they are an important means of identifying salient aspects of pedagogy for initial and in-service training of science teachers for curricula that incorporate elements of 'ideas-about-science'.