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

职业：教学实践和学生科学认同发展的研究

• 批准号: 0546078
• 负责人: Heidi Carlone
• 金额: $ 59.7万
• 依托单位: University of North Carolina Greensboro
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-08-01 至 2012-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0546078&HistoricalAwards=false
• 关键词: CAREER; Study; Pedagogical; Practices; Development

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.

本研究探讨学生科学认同的概念，作为评估科学课程有效性的一个因素。调查人员的目的是推动评估超越学生知道什么，可以做什么的问题，如何有效的教学方法是在生产的学生与自己作为科学学习者和参与者的长期意义的问题。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教室中，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的发展; 3）确定不同年级的具体教学实践，这些理解和态度;以及4）开发专业发展材料，旨在支持教师努力促进那些改善学生对科学的态度，实践和理解的实践。这个项目将使教师、职前教师和研究生获得与研究目标相吻合的专业发展经验。