Inquiry into Practice

实践探究

• 批准号: 0554652
• 负责人: Cynthia Passmore
• 金额: $ 174.61万
• 依托单位: University of California-Davis
• 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: 2006-11-01 至 2012-10-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0554652&HistoricalAwards=false
• 关键词: Inquiry; into; Practice

"Inquiry into Practice" is a five-year sequence of research on teacher professional development that is documenting how middle and secondary school science teachers first develop a perspective on science learning, translate that perspective into their own teaching practice and finally make explicit links to their colleagues. The research is carried out in the tradition of design research in education that bridges theoretical research and educational practice. Specifically, it is investigating the impact of professional development based on model-based reasoning, supported by Lesson Study and an apprentice-like program in teacher leadership. The program consists of two cycles of professional development with selected teachers in California. A cohort of 30 teachers begins the program in year one and a second cohort in year three. Each cycle includes two summer institutes in which teachers learn to use scientific data to construct and apply explanatory models. Each institute also includes modeling of effective pedagogical strategies and instruction in leadership skills. Over the two years, the emphasis gradually changes from primarily instruction in scientific models to primarily instruction in leadership skills. Each cycle also includes academic year support through Lesson Study groups. Multiple measures are used including teacher content knowledge and facility with models instruments as well as classroom observations, interviews and analysis of teacher writings and lesson plans. The key research questions of the project are:1. What are teachers' understandings of critical science concepts and how do their understandings change when they approach science as a process of producing and testing models?2. What are teachers' conceptions of effective pedagogical practices in the science classroom and how do those perspectives change through their own experiences with a modeling approach?3. What roles do teachers currently play at their school sites and how does participation in the program affect their work with teachers at their school site and in other settings?

“探究实践”是一项为期五年的教师专业发展研究，记录了中学科学教师如何首先发展科学学习的观点，将这种观点转化为自己的教学实践，最后与同事建立明确的联系。 本研究是在教育设计研究的传统中进行的，它是理论研究和教育实践的桥梁。 具体而言，它正在调查基于模型的推理，由经验研究和教师领导的学徒式计划支持的专业发展的影响。 该计划包括两个周期的专业发展与选定的教师在加州。 一批30名教师在第一年开始该计划，第二批在第三年开始。 每个周期包括两个暑期研究所，教师学习使用科学数据来构建和应用解释性模型。 每个学院还包括有效教学策略的建模和领导技能的指导。 两年来，重点逐渐从主要讲授科学模型转向主要讲授领导技能。 每个周期还包括通过课程研究小组的学年支持。 采用多种措施，包括教师的内容知识和设施与模型工具，以及课堂观察，访谈和分析教师的著作和教案。 本课题的主要研究问题是：1.教师对批判性科学概念的理解是什么？当他们把科学当作一个产生和检验模型的过程时，他们的理解是如何变化的？2.教师对科学课堂有效教学实践的概念是什么？这些观点如何通过他们自己的经验与建模方法发生变化？3.教师目前在他们的学校扮演什么角色？参与该计划如何影响他们在学校和其他环境中与教师的合作？