Advancing future primary teachers' engagement in science inquiry learning

促进未来小学教师参与科学探究学习

• 批准号: DP150101142
• 负责人: Prof Simone Volet
• 金额: $ 20.61万
• 依托单位: Murdoch University
• 依托单位国家: 澳大利亚
• 项目类别: Discovery Projects
• 财政年份: 2015
• 资助国家: 澳大利亚
• 起止时间: 2015-01-01 至 2019-12-31
• 项目状态: 已结题
• 来源: https://dataportal.arc.gov.au/RGS/Web/Grants/DP150101142
• 关键词: Advancing; future; primary; teachers; engagement

Australia's challenges in regard to scientific literacy and growth of student enrolments in science need to be addressed at multiple levels, starting with the preparation of future primary teachers. Promoting children's early interest in inquiry-based science is essential, yet a challenge for many teachers. This project examines the complex and dynamic interplay of cognitive, metacognitive and emotional processes in future primary teachers' engagement in collaborative inquiry-based science activities. A comprehensive intervention based on these insights aims to determine how scaffolding productive engagement can improve the quality of primary teachers' preparation for inquiry-based science.

澳大利亚在科学素养和科学学生入学人数增长方面面临的挑战需要在多个层面上加以解决，首先从培养未来小学教师开始。培养孩子们对探究性科学的早期兴趣至关重要，但这对许多教师来说也是一个挑战。该项目研究了未来小学教师参与基于协作探究的科学活动时认知、元认知和情感过程之间复杂而动态的相互作用。基于这些见解的综合干预旨在确定支架式生产性参与如何提高小学教师探究性科学的准备质量。