Critical thinking during science investigations: what do practicing teachers value and observe?
Critical thinking during science investigations: what do practicing teachers value and observe?
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科学研究过程中的批判性思维：执业教师重视和观察什么？
DOI：
10.1080/13540602.2023.2191186
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发表时间：
2023
影响因子：
2.7
通讯作者：
Larson, Madlyn
中科院分区：
文献类型：
--
作者：
Butcher, Kirsten R.;Hudson, Michelle;Lane, McKenna;Larson, Madlyn
本文探讨了实践教师如何接近和评估学生的批判性思维过程中的科学，使用的实施在线，基于调查的中学课堂教师的观察背景。从三个样本的科学教师的反馈和评级进行了分析，以确定他们如何重视和评价学生的批判性思维的组成部分的过程，以及这些过程是如何与他们的教学方法和学生的成果。从教师实践的综合观点，结果表明，实践科学教师很容易观察和重视批判性思维过程，对准目标意图专注于领域内容和成功的学生思维。这些过程通常表现为有效的科学推理的组成部分，例如，收集证据，分析数据，评估想法，并发展强有力的论点。然而，教师也表达了回避的意图，学生的困惑和不确定性之前和之后的探究为基础的调查，旨在批判性思维。这些研究结果突出了一个潜在的脱节之间的利益生产性的学生斗争的批判性思维的学习和科学教育的研究所认可的意义，教师归因于这种斗争，因为他们寻求调整他们的教学实践，以课堂的挑战。
This paper examines how practicing teachers approach and evaluate students’ critical thinking processes in science, using the implementation of an online, inquiry-based investigation in middle school classrooms as the context for teachers’ observations. Feedback and ratings from three samples of science teachers were analysed to determine how they valued and evaluated component processes of students’ critical thinking and how such processes were related to their instructional approaches and student outcomes. Drawing from an integrated view of teacher practice, results suggested that practicing science teachers readily observed and valued critical thinking processes that aligned to goal intentions focused on domain content and successful student thinking. These processes often manifested as components of effective scientific reasoning—for example, gathering evidence, analysing data, evaluating ideas, and developing strong arguments. However, teachers also expressed avoidance intentions related to student confusion and uncertainty before and after inquiry-based investigations designed for critical thinking. These findings highlight a potential disconnect between the benefits of productive student struggle for critical thinking as endorsed in the research on learning and science education and the meaning that teachers ascribe to such struggle as they seek to align their instructional practices to classroom challenges.
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