Science teachers’ use of argumentation instructional model: linking PCK of argumentation, epistemological beliefs, and practice
Science teachers’ use of argumentation instructional model: linking PCK of argumentation, epistemological beliefs, and practice
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科学教师运用论证教学模式：将论证的PCK、认识论信念和实践联系起来
DOI：
10.1080/09500693.2020.1748250
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发表时间：
2020
影响因子：
2.3
通讯作者：
R. Schwartz
中科院分区：
文献类型：
--
作者：
O. Sengul;P. Enderle;R. Schwartz
摘要本研究旨在探讨科学教师的论辩教学内容知识（PCK）、认识论信念与课堂实践之间的关系。参与者是从12名教师中选出的三名城市科学教师，他们来自一个专注于辩论驱动探究（ADI）教学模式的专业发展（PD）项目。这三位教师完成了论证评估的PCK;他们在实施论证调查时被观察，并在每次制定后和研究结束时反思和采访了他们的教学经验。研究结果表明，这些教师经历了积极的转变，他们的PCK的论证;教师与评价主义认识论的信念有高质量的PCK的论证，这是反映在她的教学实践符合ADI模型的期望。然而，如果教师的认识论包含多元因素，他们会修改ADI调查，即使他们提高了他们的论证PCK。这一发现解决了教师的认识论信念是如何连接到他们的教学行动。研究结果表明，教师的认识论信念和论证PCK的不同方面与教师使用论证调查有关。本文讨论了科学教育和未来的研究的影响。
ABSTRACT This study aimed to explore the relationship between science teachers’ pedagogical content knowledge (PCK) of argumentation, epistemological beliefs, and classroom practices. Participants were three urban science teachers who were selected among 12 teachers from a professional development (PD) program focusing on Argument-Driven Inquiry (ADI) instructional model. These three teachers completed PCK of argumentation assessments; they were observed while implementing the argumentation investigations and reflected on and interviewed about their teaching experiences after each enactment and at the end of the study. The findings illustrate that these teachers experience positive shifts in their PCK of argumentation; a teacher with evaluativist epistemological beliefs has high-quality PCK of argumentation, which is reflected in her teaching practices aligning with the expectations of the ADI model. However, if teachers’ epistemology included multiplist elements, they modify the ADI investigations even though they have improved their PCK of argumentation. This finding addresses how teachers’ epistemological beliefs are connected to their teaching actions. The results show that different aspects of epistemological beliefs and PCK of argumentation are linked to teachers’ use of argumentation investigations. The paper discusses the implications for science education and future research.