Relationships Among Disciplinary Knowledge, Teachers' Conceptions of Teaching Science, and Student Learning in High School Biology, Chemistry and Physics

这项研究有三个目的。首先是描述有经验的高中生物、化学和物理教师如何思考他们的学科、他们的学生和他们的教学。第二是确定教师的思维、他们的计划和教学实践与学生在课堂上的概念学习之间的关系。三是开发高中科学课堂视频数据采集和基于计算机的视听数据分析技术，以支持上述目的。在一项试点研究中，将通过观察三名教师，每个学科一名，来开发和完善视频数据收集和基于计算机的分析程序。在完整的研究中，18名教师将被研究，每个学科6名。每名教师将被观察教授三个目标单元，每个单元大约持续两周。在整个项目中，每一位教师也将被定期采访；在研究开始和结束时，他们对高中生教授科学的方式进行采访；在每个单元结束时，澄清课堂事件；在项目的最后一年，提供关于数据分析的反馈。最后，每个班的学生将对每个单元进行一次前测和后测。这项研究将提供有关经验丰富的教师思考其学科性质的不同方式，他们的学生学习科学的方式，以及这对教学的影响。此外，它将描述不同的实践模式；教师的思想与他们的课堂实践和学生的概念学习有关的方式。最后，它将详细说明生物、化学和物理教师在这些实践模式上的异同。这些详细的描述将提供对科学教学的理解水平，这将显著提高职前和在职科学教师教育的质量，并最终提高全国高中的科学教学质量。

The research has three purposes. The first is to describe the way in which experienced high school biology, chemistry, and physics teachers think about their discipline, their students, and their teaching. The second is to identify relationships between the teachers' thinking, their planning and teaching practices, and the conceptual learning of students in their classrooms. The third is to develop techniques of video data collection in high school science classrooms and computer- based video and audio data analysis to support the above purposes. In a pilot study, video data collection and computer-based analysis procedures will be developed and refined by observing three teachers, one in each discipline. In the full study eighteen teachers will be studied, six in each discipline. Each teacher will be observed teaching three target units each of about 2 weeks duration. Each teacher will also be interviewed at intervals throughout the project; at the start and end of the study about the way they think about teaching science to high school students, at the end of each unit to clarify classroom events, and in the final year of the project to provide feedback about the analysis of data. Finally, each class of students will be given a pre-test and post-test for each unit. This research will provide information about different ways in which eperienced teachers think about the nature of their discipline, the ways in which their students learn science, and the effect this has on instruction. Further, it will describe various patterns of practice; ways in which teachers' thoughts relate to their classroom practices and to the conceptual learning of their students. Finally, it will detail similarities and differences in these patterns of practice for biology, chemistry, and physics teachers. These detailed descriptions will provide a level of understanding of science teaching which will significantly enhance the quality of preservice and inservice science teacher education and, ultimely, science teaching in the nation's high schools.