CAREER: A Study of Pedagogical Practices and the Development of Students' Science Identities

拟议的项目探讨使用学生科学身份的概念作为评估科学教学法有效性的一个因素。研究者的目标是推动对教学法的评估，超越学生知道什么和能做什么的问题，而是关于教学法在培养学生作为科学学习者和参与者的长期自我意识方面如何有效的问题。该项目的目标是：1)通过话语分析和调查，确定在不同年级的标准课堂中，什么是有意义的科学实践；2)绘制学生对科学的理解和态度随时间发展的图表；3)识别不同年级的具体教学实践，这些理解和态度；4)开发专业发展材料，旨在支持教师努力培养那些能够改善学生态度、实践和对科学理解的实践。该项目将吸引教师、职前教师和研究生参与与研究目标相吻合的专业发展经验。

The proposed project explores the use of the concept of students' science identities as a factor in evaluating the effectiveness of science pedagogies. The investigator aims to push evaluations of pedagogies beyond questions about what students know and can do to questions about how effective pedagogies are in producing students with long-term senses of themselves as science learners and participants. The objectives of the project are: 1) to determine what counts as meaningful scientific practice in standards-based classrooms at different grade levels through discourse analysis and surveys; 2) to chart the development of students' understanding of and attitudes toward science over time; 3) to identify specific teaching practices, at different grade levels, that those understandings and attitudes; and 4) to develop professional development materials designed to support teachers' efforts to foster those practices that improve student attitudes, practices, and understanding of science. This project will engage teachers, pre-service teachers, and graduate students in professional development experiences that dovetail with research objectives.