The Change of Science Teachers’ Personal Knowledge about Teaching Models and Modelling in the Context of Science Education Reform
The Change of Science Teachers’ Personal Knowledge about Teaching Models and Modelling in the Context of Science Education Reform
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科学教育改革背景下科学教师对教学模式与造型的个人认识的变化
DOI：
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发表时间：
2007
期刊：
影响因子：
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通讯作者：
N. Verloop
中科院分区：
文献类型：
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作者：
I. Henze;J. V. van Driel;N. Verloop
为了提高教师的专业意识，有必要了解和重视他们的主观或个人的知识和信念。在荷兰教育改革的背景下，本研究调查了科学教师对科学教学模式和模型的个人知识的变化。这项研究跟踪了9名经验丰富的科学教师，在新教学大纲实施的头几年里，新教学大纲强调模型和建模。数据收集包括重复管理一个储存库网格仪器。从结果中，发现了三种不同类型的关于教学模式和科学建模的个人知识，每一种知识都随着时间的推移而显示出显著的变化。类型1组合建模是学生在学习特定模型内容的过程中进行的一种活动。在类型2中，模型内容的学习与对模型在科学中的作用和性质的批判性反思相结合。最后，在类型3中，模型内容的学习包括学生对模型的制作和修改，以及对一般科学模型的性质的批判性检查。并讨论了对教师专业发展的启示。
In order to enhance teachers’ professional awareness, it is necessary to understand and value their subjective or personal knowledge and beliefs. This study investigated the change of science teachers’ personal knowledge about teaching models and modelling in science within the context of educational reform in The Netherlands. The study followed nine experienced science teachers during the first years of the implementation of a new syllabus, which emphasises models and modelling. Data collection consisted of the repeated administration of a Repertory Grid instrument. From the results, three different types of personal knowledge concerning teaching models and modelling in science were identified, each of which showed significant change over time. Type 1 combined modelling as an activity undertaken by students with the learning of specific model content. In Type 2, the learning of model content was combined with critical reflection on the role and nature of models in science. Finally, in Type 3, the learning of model content involved both students’ production and revision of models, and a critical examination of the nature of scientific models in general. Implications for the teachers’ professional development are discussed.