Developing Appropriate Conceptions of Teaching Science During Preservice Teacher Education

在职前教师教育中发展适当的教学科学概念

• 批准号: 9053771
• 负责人: Peter Hewson
• 金额: $ 84.66万
• 依托单位: University of Wisconsin-Madison
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 1991
• 资助国家: 美国
• 起止时间: 1991-07-01 至 1996-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9053771&HistoricalAwards=false
• 关键词: Developing; Appropriate; Conceptions; Teaching; Science

The project will integrate two new components into a preservice elementary and secondary teacher education program. The purpose of the integrated program is the development in preservice teachers of conceptions of teaching science consistent with recent research in science education. One new component is a conceptual change model for science teacher education; the other is and action research component to assist students to become teachers who are reflective about their practice particularly with respect to the use of conceptual change teaching strategies. The project will concentrate on students' teaching of biology. Twenty students in two cohorts (five elementary and five secondary in each cohort) will be interviewed and their teaching observed and, in some instances, video recorded throughout the program. This consists of a semester of methods and a school-based practicum followed by a semester of student teaching, with an action research seminar through both semesters. Science methods classes and action research seminars will be observed and the professors interviewed. Case studies of each student will document factors that influence their progress toward adoption of appropriate conceptions of science teaching. Eight students selected from the two cohorts ( for elementary and four secondary) will be followed into their first year of teaching to document what happens to their conceptions of the teaching of biology when confronted with the reality of schools. A further twenty students will, divided as before, will serve as a comparison group. They will be interviewed and have the same methods, practicum, and student teaching experiences, but not the action research seminar. Successful implementation of the components of the project will meet NSF's goals of strengthening science education for students in elementary and secondary schools by preparing science teachers who are autonomous, capable and reflective professionals. The cost sharing for this project is 20+% of the NSF costs.

该项目将把两个新的组成部分纳入一个 初等和中等师范教育 程序. 综合方案的目的是 中学教师的发展观 科学教学与最近的科学研究相一致 教育 一个新的组成部分是概念变化模型 科学教师教育;另一个是行动 研究部分，以帮助学生成为教师， 都在反思他们的实践， 尊重概念转变教学策略的运用。 该项目将集中在学生的教学， 生物学 20名学生分为两个队列（5名小学生和5名 每个队列中的中学）将接受采访， 观察教学，并在某些情况下录像 在整个程序中。 这包括一个学期的 方法和一个学期的校本实习， 学生教学，通过行动研究研讨会， 两个学期 科学方法课程和行动研究 将观察研讨会并采访教授。 每个学生的案例研究将记录因素， 影响他们通过适当的 科学教学观 8名学生入选 从两个组群（小学和四个中学） 将在他们第一年的教学中进行跟踪， 记录下他们的教学观念发生了什么变化 当面对学校的现实时， 一 另外20名学生将像以前一样分配， 作为对照组。 他们将接受采访， 相同的方法，实习和学生教学 经验，但不是行动研究研讨会。 成功执行项目的各个组成部分 将满足NSF加强科学教育的目标， 小学和中学的学生， 自主型、能力型、反思型科学教师 专业人士 该项目的成本分摊为NSF成本的20%以上。