Teacher as Change Agent for Consequential Learning: One Korean Teacher
Teacher as Change Agent for Consequential Learning: One Korean Teacher
复制标题
教师作为后果性学习的变革推动者：一位韩国教师
DOI：
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
W. Kim
中科院分区：
文献类型：
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作者：
W. Kim
后续学习是一个以公平为导向的框架，学生在其中创建学习途径，以追求对自己和他们关心的社区重要的事情。在这篇论文中，我试图从一个故事中识别出重要的学习时刻，在这个故事中，我和我的学生一起跳舞来表达一组科学知识：原子如何在光合作用过程中改变它们的构型，同时保持总质量一致。采取自我民族志的方法，我研究如何在项目中提出相应的学习，以及我如何作为一个变革者来支持它。基于显示学生和我如何寻求将科学转化为一个强大的工具来实现对他们重要的东西，同时创造不同的参与模式的研究结果，我认为，作为相应学习的变革者，教师应该把学生作为一个合法的存在。
Consequential learning is an equity-oriented framework in which students create learning pathways to pursue what matters to themselves and to the communities they care about. In this paper, I seek to identify the moments of consequential learning from a story in which my students and I danced together to express a set of scientific knowledge: how atoms change their configuration during photosynthesis while sustaining the total mass as consistent. Taking an autoethnographic approach, I examine how consequential learning was presented during the project and how I worked as a change agent to support it. Based on findings that show how students and I sought to transform science into a powerful tool to actualize what mattered to them while creating varied patterns of participation, I argue that, as change agents for consequential learning, teachers should take a stance on students as a rightful presence.
影响因子：
3.8
作者：
Calabrese Barton, Angela;Tan, Edna
通讯作者：
Tan, Edna