Inquiry into Practice

《实践探究》是一个为期五年的教师专业发展研究序列，记录了中学科学教师如何首先发展一种科学学习的观点，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。这项研究是在教育设计研究的传统中进行的，这一传统是理论研究和教育实践之间的桥梁。具体地说，它正在调查基于模型推理的专业发展的影响，并得到课程研究和教师领导力学徒式计划的支持。该计划包括两个周期的专业发展与选定的教师在加利福尼亚州。一个由30名教师组成的队列在第一年开始该项目，第二个队列在第三年开始。每个周期包括两个暑期学院，教师在那里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战略的建模和领导技能的指导。在两年的时间里，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学习小组提供的学年支持。采用了多种措施，包括教师内容、知识和使用模型工具的能力，以及对教师写作和教案的课堂观察、访谈和分析。该项目的关键研究问题是：1.教师对关键科学概念的理解是什么？当他们将科学视为一个产生和测试模型的过程时，他们的理解是如何改变的？2.教师对科学课堂中有效的教学实践的概念是什么，这些观点是如何通过他们自己的建模方法的经验而改变的？3.教师目前在他们的学校现场扮演着什么角色，参与该项目对他们在学校现场和其他环境中与教师的工作有什么影响？

"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?