Making Visible the Science in Science Teaching: Using TIMSS-R Conceptual and Video Tools to Support Teachers' Inquiries of Science Teaching, Content, and Student Learning

本研究旨在探讨小学科学教师的专业发展计划。本研究将使用TIMSS-R科学视频公共使用磁带来创建和比较两个小学教师专业发展计划。这些项目的重点是通过长期的合作探究来发展科学内容。它将在夏季为四年级和五年级的教师提供一个培训课程，在这个课程中，他们将观看和讨论由TIMSS八年级教师录制的课程视频，以便讨论和学习。该研究的核心问题是发现教师如何“从不同的知识群体中汲取知识，在课堂上表现科学”？调查人员将研究科学界（什么是科学？）、教育界（什么是证据？）和课堂界（实际发生了什么）在有效的教师专业发展活动中的作用。特别地，研究者打算比较两种观点：一种是“教师引导”的方法，即让教师围绕一组共同的工件进行协作性的实践调查；另一种是“框架引导”的方法，该方法假设使用共同的工件进行实践是不够的，教师需要明确的指导和工具来查看社区之间的联系。

The researchers would study a pllan for professional development of elemtary level teachers in science. This study would use the TIMSS-R Science Video public use tapes to create and compare two professional development programs for elementary teachers. The programs focus on developing science content by engaging in long-term collaborative inquires. It would provide a training session for 4th and 5th grade teachers during the summer months in which they would see and discuss lessons videotaped from 8th grade teachers in TIMSS for discussion and learning. The central question in the research study is to discover how teachers "draw from different comunities of knowledge to represent science in their classrooms"? The investigators will examine the role of science community (what is the science?), the education community (what counts as evidence?), and the classroom community (what actually happens) in effective professional development activities for teachers. In particular, the investigators intend to compare two perspectives: a "teacher-guided" that engage teachers in collaborative inquiries of practice around a common set of artifacts and a "framework-guided" approach that assumes that working with common artifacts of practice is insufficient and that teachers need explicit guidance and tools to see the links among the communities.