Doing research in school: Physics inquiry in the zone of proximal development
Doing research in school: Physics inquiry in the zone of proximal development
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在学校做研究：最近发展区的物理探究
DOI：
10.1002/tea.21325
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发表时间：
2016
影响因子：
4.6
通讯作者：
S. Kapon
中科院分区：
文献类型：
--
作者：
S. Kapon
研究经验越来越被认为是中学和本科生科学教育的重要组成部分。本文介绍了一个学生在一种独特的学徒制模式中学习的案例，在这种模式中，学生参与了长期(18个月)的开放式物理研究项目，这些项目在学校的实验室完成，项目顾问是由教研员社区支持的物理教师。这项研究的目标是描述学生们学到了什么，他们如何看待他们的探究和他们在其中的角色，他们接受的指导的特点，以及他们和他们的导师所在的社会基础设施的运作。通过访谈、每周观察和对最终研究报告的内容分析，收集了整个学年的定性数据。参与者是焦点顾问，以及他以前和现在的一些项目导师。关于更大教育背景的数据是从其他项目顾问和他们的指导者那里收集的。这项研究记录了学生的学习收获，如学习科学内容和技能，内化科学思维习惯，以及培养对科学的热情、兴趣和代理。它记录了学生参与的特点，反映了对调查的技术和认知方面的深度参与，并突出了导师制的具体特点，以及促进这种学习和参与的社会基础设施。最后从理论上考察了文化学科(如物理学)、辅导员和学生所处的社会基础设施、辅导员的指导方式以及学生的学习和参与之间的相互作用。文中还讨论了理论和实践意义。©2016威利期刊公司J Res Sci Teach
Research experience is increasingly considered an important component of science education at the secondary school and undergraduate levels. This paper presents a case study of students learning in a unique apprenticeship model in which students are engaged in long-term (18 month) open-ended research projects in physics that are done at the laboratory in school, and in which the project advisor is a physics teacher supported by a community of teacher–researchers. The goals of the study were to characterize what the students learned, how they perceived their inquiry and their role in it, the features of mentorship they received and the social-infrastructure in which they and their advisor functioned. Qualitative data were collected over a whole school year through interviews, weekly observations, and content analysis of the final research reports. Participants were the focus advisor, and some of his former and current project mentees. Data on the larger educational context were collected from other project advisors and their mentees. The study documented students’ learning gains such as learning of scientific content and skills, internalization of scientific habits of thought as well as developing passion, interest, and agency with regard to science. It documented features of students’ engagement that reflect deep involvement in the technical and epistemic aspects of the inquiry, and highlighted the specific features of mentorship, and the social infrastructure that fostered this learning and engagement. It concluded with a theoretical examination of the interaction between a cultural discipline (i.e., physics), the social infrastructure in which the advisor and the students function, the advisor's mentorship style, and the students’ learning and engagement. Theoretical and practical implications are discussed. © 2016 Wiley Periodicals, Inc. J Res Sci Teach