Epistemic orientation toward teaching science for knowledge generation: Conceptualization and validation of the construct
Epistemic orientation toward teaching science for knowledge generation: Conceptualization and validation of the construct
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知识生成的科学教学的认知取向：结构的概念化和验证
DOI：
10.1002/tea.21769
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发表时间：
2022
影响因子：
4.6
通讯作者：
B. Hand
中科院分区：
文献类型：
--
作者：
J. Suh;Jihyun Hwang;Soonhye Park;B. Hand
科学教育研究强调了知识生成方法对学习的重要性。创造生成性的学习环境要求教师解决科学实践的认知基础问题，并将他们的方向转向知识生成方法。本研究旨在提出认知导向作为教师发展的关键组成部分，以实施知识生成方法，并通过混合方法方法建立一个基于经验的构建模型。知识生成科学教学的认知取向（EOTS‐KG）被定义为当教师旨在为科学教学创造生成式学习环境时，关于如何处理知识和知识生成过程的特定思考方向。在通过批判性文献综述建立的EOTS - KG理论模型的基础上，我们对模范小学教师进行了多个案例研究，并设计了一个名为认知取向调查的工具。案例研究中的模型描述了四个主要的子维度，由11个基本要素表示，这些要素是教师在准备实施知识方法时应该考虑的，这表明教师对学习的信念应该是教师发展的优先事项。使用该工具，我们测试了结构的维度，从而提出了一维和多维模型在未来研究中都有价值的建议。我们相信本研究中建立的模型将作为一个强大的框架，使研究者能够在不同的背景下研究教师认知取向的变化。
Research in science education has emphasized the importance of knowledge generation approaches to learning. Creating generative learning environments requires teachers to address the epistemic underpinning of science practices and shift their orientations toward knowledge generation approaches. This study aimed to propose epistemic orientation as a key component of teacher development for implementing knowledge generation approaches and develop an empirically grounded model of the construct through a mixed‐method approach. Epistemic orientation toward teaching science for knowledge generation (EOTS‐KG) was defined as a particular direction of thinking concerning how to deal with knowledge and knowledge generation processes when a teacher aims to create generative learning environments for teaching science. Building on the theoretical model of EOTS‐KG established through a critical literature review, we conducted a multiple case study of exemplary elementary teachers and designed an instrument called the Epistemic Orientation Survey. The model from the case study described four major subdimensions indicated by 11 essential elements that should be considered when preparing teachers for implementing a knowledge approach, suggesting that teachers' beliefs about learning should be a priority in teacher development. Using the instrument, we tested the dimensionality of the construct, leading to the suggestions that both unidimensional and multidimensional models are valuable for use in future research. We believe the model developed in this study would serve as a powerful framework to allow researchers to examine changes in teachers' epistemic orientation in various contexts.