Reconceptualizing Elementary Teacher Preparation: A case for informal science education
Reconceptualizing Elementary Teacher Preparation: A case for informal science education
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重新概念化小学教师准备：非正式科学教育的案例
DOI：
10.1080/09500693.2014.969358
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发表时间：
2015
影响因子：
2.3
通讯作者：
Lucy Avraamidou
中科院分区：
文献类型：
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作者：
Lucy Avraamidou
本个案研究的目的是探讨在基础方法课程的背景下，三种不同的非正式科学体验是如何影响一组准小学教师对科学教与学的看法，以及他们对非正式科学环境对教与学的作用的理解。为了回答这个问题，我们在一个学期的时间里通过以下来源收集了数据：三种经历的日志条目，个人教学理念声明以及对12名参与者进行的长达2小时的半结构化访谈。开放编码技术用于分析数据，以构建类别和子类别，并最终确定新出现的主题。分析的结果显示，在教师准备的背景下纳入非正式的科学经验，有可能支持初级小学教师发展关于科学教学和学习的当代观念，这些观念与探究性科学、科学工作的性质和科学家的工作有关，将科学与日常生活联系起来，并使科学变得有趣和对个人有意义。这些发现以及对政策、教师准备和研究的影响在以下主题下进行了讨论：(a)解决改革建议；(b)发展积极的科学取向和科学教学；(c)构建对科学家工作的理解。
The purpose of this case study was to explore the ways in which 3 different informal science experiences in the context of an elementary methods course influenced a group of prospective elementary teachers' ideas about science teaching and learning as well as their understandings about the role of informal science environments to teaching and learning. In order to address this question, data were collected in a period of an academic semester through the following sources: journal entries for each of the 3 experiences, a personal teaching philosophy statement and a 2-hour long semi-structured interview with each of the 12 participants. Open coding techniques were used to analyze the data in order to construct categories and subcategories and eventually to identify emerging themes. The outcomes of the analysis showed that the inclusion of informal science experiences in the context of teacher preparation has the potential to support beginning elementary teachers' development of contemporary ideas about science teaching and learning related to inquiry-based science, the nature of scientific work and the work of scientists, connecting science with everyday life, and making science fun and personally meaningful. These findings are discussed alongside implications for policy, teacher preparation, and research under these themes: (a) addressing reform recommendations; (b) developing positive orientations toward science and science teaching; and (c) constructing understandings about scientists' work.