Data and graph interpretation practices among preservice science teachers
Data and graph interpretation practices among preservice science teachers
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DOI：
10.1002/tea.20086
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发表时间：
2005-12-01
影响因子：
4.6
通讯作者：
Roth, WM
中科院分区：
文献类型：
--
作者：
Bowen, GM;Roth, WM
对数据的解释以及对图表的构建和解释是科学的核心实践，根据最近的改革文件，科学和数学教师应在课堂上培养这些实践。然而，（职前）科学教师是否准备好以转换和分析数据以及解释图形表示为目的教授探究？也就是说，职前科学教师是否准备好教授科学家在日常工作中默认使用的数据分析和图形解释实践？本研究旨在回答这些问题和相关问题。我们调查了职前中小学科学教师对数据和图表解释任务的反应。我们的调查表明，尽管做了相当多的准备，而且对于许多人来说，尽管拥有理学学士学位，但职前教师并没有像科学家在被要求解释数据或图表时那样，采取常规的（“真实的”）做法。对实际制定的数据和图表解释实践进行了详细分析。我们得出的结论是，传统学校教育强调对宇宙数学本质的特定信念，这使得许多人难以处理在自然现象测量中发现的具有随机变化的数据。结果表明，职前教师需要更多的经验来参与源自活动的数据和图表解释实践，这些活动提供了现实调查中数据的变化程度和复杂性。 (c) 2005 年 Wiley 期刊公司。
The interpretation of data and construction and interpretation of graphs are central practices in science, which, according to recent reform documents, science and mathematics teachers are expected to foster in their classrooms. However, are (preservice) science teachers prepared to teach inquiry with the purpose of transforming and analyzing data, and interpreting graphical representations? That is, are preservice science teachers prepared to teach data analysis and graph interpretation practices that scientists use by default in their everyday work? The present study was designed to answer these and related questions. We investigated the responses of preservice elementary and secondary science teachers to data and graph interpretation tasks. Our investigation shows that, despite considerable preparation, and for many, despite bachelor of science degrees, preservice teachers do not enact the ("authentic") practices that scientists routinely do when asked to interpret data or graphs. Detailed analyses are provided of what data and graph interpretation practices actually were enacted. We conclude that traditional schooling emphasizes particular beliefs in the mathematical nature of the universe that make it difficult for many individuals to deal with data possessing the random variation found in measurements of natural phenomena. The results suggest that preservice teachers need more experience in engaging in data and graph interpretation practices originating in activities that provide the degree of variation in and complexity of data present in realistic investigations. (c) 2005 Wiley Periodicals, Inc.