Beginning Science Teachers in Action: Investigating Mis/Connections Between Preservice Content and Classroom Instruction

这是一项小型探索性研究补助金(SGER)提案，旨在对中学科学初任教师如何实践科学教学进行研究。这位研究员是加州大学伯克利分校教育学院的助理教授，教授科学教育课程，她建议将自己的教学实践作为调查对象。该项目将研究加州大学圣巴巴拉分校科学教育项目的学生的经历，这些学生选修了她的科学教育课程，看看他们如何将课程材料转化为教学实践。这个项目的目的之一是为科学教学提供丰富的文字描述。它将使用“设计性实验”方法，从而为该方法作为干预科学教师教育的一种方式提供一个有价值的范例和评价。这项建议被作为SGER提交，是因为通过研究自己的教学来进行教学研究的探索性性质，作为一种科学发现的手段，引起了评价者的一些负面反应。然而，本文提出的研究方法也被其他研究者接受和采用，作为研究诸如教与学的关系等困难课题的一种开创性方式。它遵循了密歇根大学的玛吉·兰伯特自学准备数学课堂的方法，她的研究被广泛引用为良好教学实践研究的典范。然而，这种方法还没有在大学一级的教学中使用，这个项目为如何改进年轻新教师的教学提供了新的见解。

The is a Small Grants for Exploratory Research (SGER) proposal to conduct research on how beginning teachers of secondary school science practice the teaching of science. The investigator, an assistant professor in the school of education at UCSB who teaches science education classes, proposes that her own teaching practices be an object of investigation. The project would study the experiences of students in the science education program at the University of California, Santa Barbara who had taken her course in science education to see how they translate the course materials into teaching practices. One intent of this project is to provide rich textual descriptions of science instruction. It will use a "design experiment" methodology and thereby provide a valuable example, and evaluation, of that method as an way to intervene in science teacher education. This proposal was submitted as a SGER because the exploratory nature of conducting research on teaching by studying the teaching of one's self, as a means of scientific discovery, generates some negative reaction by reviewers. However, the research method proposed here is also accepted and adopted by other researchers as a ground-breaking way of investigating difficult subjects such as the relationship between teaching and learning. It follows a method used by Maggie Lampert at the University of Michigan to study herself prepare mathematics classroom and her research has been widely cited as a model of research into good teaching practices. Such methods have not been employed at the college level of teaching however, and this project offers the possibility of new insight into how to improve teaching of young new teachers.