Investigating Teacher Learning Supports in High School Biology Curricular Programs to Inform the Design of Educative Curriculum Materials
Investigating Teacher Learning Supports in High School Biology Curricular Programs to Inform the Design of Educative Curriculum Materials
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DOI：
10.1002/tea.20293
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发表时间：
2009-11-01
影响因子：
4.6
通讯作者：
Krajcik, Joseph
中科院分区：
文献类型：
--
作者：
Beyer, Carrie J.;Delgado, Cesar;Krajcik, Joseph
改革工作强调必须支持教师学习面向改革的做法。教育课程材料是促进教师了解这些做法的一个潜在工具。教育课程材料包括旨在促进学生和教师学习的支持。然而，人们对现有课程材料在多大程度上为教师提供支持以及如何改进这些材料知之甚少。在这项研究中，八套高中生物课程材料进行了审查，以确定其促进教师学习的潜力。教育课程材料的设计原理被改编为评估标准。从这一分析中，出现了几个主题。首先，这些材料倾向于为教师的学科知识和学生思想的教学内容知识提供支持（例如，误解），但很少为他们的教学内容的科学探究知识。第二，这些材料包含了一些实施指导支持，但教学决策的理由少得多，这是教育课程材料的一个重要特征。最后，支持的质量差别很大，不同的程度的相关性，教学的帮助，和深度。文章最后对现有课程教材的重新设计提出了建议。(C)2009 Wiley Periodicals，Inc. J Res Sci Teach 46：977 - 998，2009
Reform efforts have emphasized the need to support teachers' learning about reform-oriented practices. Educative curriculum materials are one potential vehicle for promoting teacher learning about these practices. Educative curriculum materials include supports that are intended to promote both student and teacher learning. However, little is known about the extent to which existing curriculum materials provide support for teachers and the ways they can be improved. In this study, eight sets of high school biology curriculum materials were reviewed to determine their potential for promoting teacher learning. Design heuristics for educative curriculum materials were adapted for use as evaluation criteria. From this analysis, several themes emerged. First, the materials tended to provide support for teachers' subject matter knowledge and pedagogical content knowledge for students' ideas (e.g., misconceptions) but rarely for their pedagogical content knowledge of scientific inquiry. Second, the materials contained several implementation guidance supports but far fewer rationales for instructional decisions, which are an important feature of educative curriculum materials. Finally, the quality of support varied widely, differing in its degree of relevance, pedagogical helpfulness, and depth. The article concludes with recommendations for the redesign of existing curriculum materials. (C) 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 977-998, 2009