Messages about valued knowledge products and processes embedded within a suite of transformed high school chemistry curricular materials
Messages about valued knowledge products and processes embedded within a suite of transformed high school chemistry curricular materials
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有关嵌入在一套经过改造的高中化学课程材料中的有价值的知识产品和流程的信息
DOI：
10.1039/d2rp00124a
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发表时间：
2023
影响因子：
3
通讯作者：
Stowe, Ryan L.
中科院分区：
文献类型：
--
作者：
Schafer, Adam G.;Kuborn, Thomas M.;Schwarz, Cara E.;Deshaye, Megan Y.;Stowe, Ryan L.
高中化学课程的结构方式有可能向学生和教师传达有关知识和知识的重要信息。如果课程是围绕着练习技能和回忆事实来达到“正确”的答案，那么课堂活动就不太可能被（学生或教师）视为找出现象原因的机会。我们的教师和研究人员团队正在努力了解转换后的课程材料的制定如何支持高中化学学生理解令人困惑的相关现象。鉴于这一目标，我们惊讶地看到，制定我们材料的共同开发者在撰写每周反思时，压倒性地强调了获得真实事实/技能的重要性。认识到教师表达的目标与我们所宣称的“支持分子水平的意义建构”的目标不一致，这使我们审视我们的材料所反映的隐性认识论承诺实际上是否与专注于弄清楚现象的课程相一致。我们描述了我们的两个学期的课程中的每一课的几个方面，包括：在课堂活动中的现象的作用，在何种程度上的教训是三维的，学生的想法在课堂对话中的作用，谁建立了课程之间的连贯性。这些课程特征的三角测量使我们能够推断出有关有价值的知识产品和过程材料有可能发送的信息。我们观察到，我们的材料通常鼓励学生模仿科学实践的结构，以便由教师进行评估。也就是说，学生们被要求“走过场”的解释，建模等，但几乎没有代理的类型的模型和解释，他们发现在他们的班级社区生产。本研究的目的在于说明在课程发展过程中，如何凸显隐性认知承诺的重要性。此外，它通过考虑课程材料作为潜在的重要信息来源，扩展了现有的知识论信息奖学金。
The way high school chemistry curricula are structured has the potential to convey consequential messages about knowledge and knowing to students and teachers. If a curriculum is built around practicing skills and recalling facts to reach “correct” answers, it is unlikely class activities will be seen (by students or the teacher) as opportunities to figure out causes for phenomena. Our team of teachers and researchers is working to understand how enactment of transformed curricular materials can support high school chemistry students in making sense of perplexing, relatable phenomena. Given this goal, we were surprised to see that co-developers who enacted our materials overwhelmingly emphasized the importance of acquiring true facts/skills when writing weekly reflections. Recognition that teachers’ expressed aims did not align with our stated goal of “supporting molecular-level sensemaking” led us to examine whether the tacit epistemological commitments reflected by our materials were, in fact, consistent with a course focused on figuring out phenomena. We described several aspects of each lesson in our two-semester curriculum including: the role of phenomena in lesson activities, the extent to which lessons were 3-dimensional, the role of student ideas in class dialogue, and who established coherence between lessons. Triangulation of these lesson features enabled us to infer messages about valued knowledge products and processes materials had the potential to send. We observed that our materials commonly encouraged students to mimic the structure of science practices for the purpose of being evaluated by the teacher. That is, students were asked to “go through the motions” of explaining, modeling etc. but had little agency regarding the sorts of models and explanations they found productive in their class community. This study serves to illustrate the importance of surfacing the tacit epistemological commitments that guide curriculum development. Additionally, it extends existing scholarship on epistemological messaging by considering curricular materials as a potentially consequential sources of messages.
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