Science students' perceptions of engaging pedagogy
Science students' perceptions of engaging pedagogy
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DOI：
10.1007/s11165-005-4488-4
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发表时间：
2005-12-01
影响因子：
2.3
通讯作者：
Darby, L
中科院分区：
文献类型：
--
作者：
Darby, L
学生在求学期间会形成对学习和教学的看法，包括教师如何影响他们的学习经历。本文介绍了学生的看法，教师教学法的解释，从一项研究，重点是学生的经验，7年的科学。一个单一的科学类的11至12岁的学生和他们的老师进行了监测，整个学年，采用参与观察，并与焦点小组的学生，他们的老师和学校的其他主要成员进行访谈。分析的重点是学生如何看待教师的教学法在构建一个学习环境，他们认为有利于参与科学学习的作用。教师的教学法的两个领域是从学生的角度探讨这些如何影响他们的学习：教学教学法和关系教学法。教学法抓住了教师开发的教学对话吸引学生进入学习过程并使他们能够“理解”科学的方式。教师如何发展与学生的关系被捕获的关系教学法，学生说，他们学得更好，当教师在他们的教学方法充满激情，提供了一个支持性的学习环境，使他们感到舒适。研究结果支持的方向，为中间年和科学教育的方式被认为是。
During their years of schooling, students develop perceptions about learning and teaching, including the ways in which teachers impact on their learning experiences. This paper presents student perceptions of teacher pedagogy as interpreted from a study focusing on students' experience of Year 7 science. A single science class of 11 to 12 year old students and their teacher were monitored for the whole school year, employing participant observation, and interviews with focus groups of students, their teacher and other key members of the school. Analysis focused on how students perceived the role of the teacher's pedagogy in constructing a learning environment that they considered conducive to engagement with science learning. Two areas of the teacher's pedagogy are explored from the student perspective of how these affect their learning: instructional pedagogy and relational pedagogy. Instructional pedagogy captures the way the instructional dialogue developed by the teacher drew the students into the learning process and enabled them to "understand" science. How the teacher developed a relationship with the students is captured as relational pedagogy, where students said that they learned better when teachers were passionate in their approach to teaching, provided a supportive learning environment and made them feel comfortable. The ways in which the findings support the direction for the middle years and science education are considered.