Fostering Pedagogical Argumentation: Pedagogical Reasoning With and About Student Science Ideas

有效和雄心勃勃的科学教学要求教师倾听并回应学生的想法。但研究表明，对于专家和新手教师来说，在课堂上这样做在逻辑上、社交上和智力上都是一种挑战。倾听学生的想法需要教师预测和解释可能同时模棱两可地表达的多种思路。无论是在当下还是在未来的教学中，对学生思维的回应都带来了更多的挑战，因为教师必须在他们的选择和其他教学优先事项之间取得平衡。不幸的是，到目前为止，在支持那些正在学习教书的人、职前教师(PST)中支持这些具有挑战性的做法方面所做的工作很少。为了解决这一差距，这一探索性项目的研究人员将引入一种新的教师教育方法：教学论证。教学辩论创造了一个支持性的环境，在这个环境中，PST通过使用学生的想法作为证据来构建和捍卫潜在的教学决策，从而学习和提炼这些倾听和回应的实践。在三年多的时间里，来自威斯康星大学麦迪逊分校的研究人员将使用迭代的方法来设计活动和支持，以促进本科教师教育课程中使用的教学辩论。本项目将考察：1)PST是否以及如何参与教学辩论；2)这种参与是否以及如何影响他们如何倾听和回应学生的想法。通过与小学和中学的PST合作，研究人员将通过以下方式探索和探索他们不断变化的听力和回应实践：收集科学教学方法课程中发生的教学辩论的记录(视频和书面)；就PST对学生想法的理解进行访谈；以及记录PST在学校的教学经验。总体而言，科学教师教育界需要有系统的教师教育方法，以便更好地支持PST学习雄心勃勃的教学实践，如倾听和回应学生的想法。拟议的研究满足了这一需要，并在这样做的同时，将支持直接的私营部门技术人员从事这项工作，以及更广泛的师范教育界，因为它正在努力应对这些同样的挑战。此外，新的教学论证实践通过结合两个广泛的教学研究项目的见解，促进了对问题空间的理论理解，以支持这些挑战：1)教师对学生想法的推理，2)关于科学内容的辩论。因此，教学论证的实践有可能改变教师教育工作者处理职前教育的方式。

Effective and ambitious teaching in science requires that teachers listen and respond to student ideas. But research shows that doing so in the classroom can be logistically, socially, and intellectually challenging for both expert and novice teachers. Listening to student ideas requires teachers to anticipate and interpret multiple lines of thinking that may be expressed ambiguously and simultaneously. Responding to student thinking, both in-the-moment and in future instruction, presents further challenges because teachers must balance their choices with other instructional priorities. Unfortunately, little work has been done to date in supporting these challenging practices in those who are learning to teach, pre-service teachers (PSTs). In order to address this gap, researchers in this Exploratory project will introduce a new approach to teacher education: pedagogical argumentation. Pedagogical argumentation creates a supportive environment in which the PSTs learn and refine these practices of listening and responding by using student ideas as evidence to construct and defend potential pedagogical decisions.Over three years researchers from the University of Wisconsin-Madison will use an iterative approach to design activities and supports that foster pedagogical argumentation for use in undergraduate teacher education courses. This project will examine: 1) whether and how PSTs engage in pedagogical argumentation and 2) whether and how this engagement impacts how they listen and respond to student ideas. Working with both elementary and secondary PSTs, researchers will probe and explore their changing listening and responding practices by: collecting records of pedagogical argumentation (both video and written) as it occurs in the science teaching methods courses; conducting interviews about PSTs understanding of student ideas; and documenting PSTs teaching experiences in their school placements. The science teacher education community writ large is in need of systematic approaches to teacher education that better support PSTs in learning ambitious teaching practices such as listening and responding to student ideas. The proposed study addresses this need and, in doing so, will support both immediate PSTs in engaging in this work as well as the broader teacher education community as it struggles with these same challenges. Moreover, the novel practice of pedagogical argumentation advances the fields theoretical understanding of the problem space for supporting these challenges by combining insight from two extensive programs of research in teaching and learning: 1) teacher reasoning about student ideas, and 2) argumentation about science content. As such, the practice of pedagogical argumentation has the potential to transform how teacher educators approach pre-service education.