Relationships Among Disciplinary Knowledge, Teachers' Conceptions of Teaching Science, and Student Learning in High School Biology, Chemistry and Physics

本研究有三个目的。 首先是描述进入的方式 有经验的高中生物、化学和物理老师 想想他们的纪律，他们的学生，和他们的教学。 的 二是要理清教师的思维与教学的关系， 他们的规划和教学实践，以及概念学习 学生在他们的教室里。 第三是发展技术， 高中科学教室的视频数据收集和计算机- 基于视频和音频数据的分析，以支持上述目的。 在一项试点研究中，视频数据收集和计算机分析 将通过观察三位教师来制定和完善程序， 每个学科一个。 在整个研究中，18名教师将 研究，每个学科六个。 每个老师都会被观察教学 三个目标单位，每个约2周的持续时间。 每一位老师都会 在整个项目中，也要不时地接受采访;在开始时， 在研究的最后，他们认为教授科学的方式， 高中学生，在每个单元结束时，澄清课堂 活动，并在项目的最后一年提供反馈， 数据分析。 最后，每个班级的学生都会得到一个 每个单元的前测和后测。 这项研究将提供有关不同方式的信息， 有经验的教师会思考他们的学科的性质， 他们的学生学习科学，这对 指导。 此外，它将描述各种实践模式; 教师的思想与课堂实践的联系方式， to the conceptual概念learning学习of their其students学生. 最后，它将详细 这些生物学实践模式的相似性和差异， 化学和物理老师。 这些详细的描述将 提供一定程度的科学教学理解， 大大提高了服务质量和在职科学 教师教育和最终的科学教学在国家的高 学校

The research has three purposes. The first is to describe the way in which experienced high school biology, chemistry, and physics teachers think about their discipline, their students, and their teaching. The second is to identify relationships between the teachers' thinking, their planning and teaching practices, and the conceptual learning of students in their classrooms. The third is to develop techniques of video data collection in high school science classrooms and computer- based video and audio data analysis to support the above purposes. In a pilot study, video data collection and computer-based analysis procedures will be developed and refined by observing three teachers, one in each discipline. In the full study eighteen teachers will be studied, six in each discipline. Each teacher will be observed teaching three target units each of about 2 weeks duration. Each teacher will also be interviewed at intervals throughout the project; at the start and end of the study about the way they think about teaching science to high school students, at the end of each unit to clarify classroom events, and in the final year of the project to provide feedback about the analysis of data. Finally, each class of students will be given a pre-test and post-test for each unit. This research will provide information about different ways in which eperienced teachers think about the nature of their discipline, the ways in which their students learn science, and the effect this has on instruction. Further, it will describe various patterns of practice; ways in which teachers' thoughts relate to their classroom practices and to the conceptual learning of their students. Finally, it will detail similarities and differences in these patterns of practice for biology, chemistry, and physics teachers. These detailed descriptions will provide a level of understanding of science teaching which will significantly enhance the quality of preservice and inservice science teacher education and, ultimely, science teaching in the nation's high schools.