Argument as Professional Development: Impacting Teacher Knowledge and Beliefs About Science

Using a case study method, the experiences of a group of high school science teachers participating in a unique professional development method involving an argue-to-learn intervention were examined. The participants (N?=?42) represented 25 different high schools from a large urban school district in the southwestern United States. Data sources included a multiple-choice science content test and artifacts from a capstone argument project. Findings indicate although it was intended for the curriculum to be a robust and sufficient collection of evidence, participant groups were more likely to use the Web to find unique evidence than to they were to use the provided materials. Content knowledge increased, but an issue with teacher conceptions of primary data was identified, as none of the participants chose to use any of their experimental results in their final arguments. The results of this study reinforce multiple calls for science curricula that engage students (including teachers as students) in the manipulation and questioning of authentic data as a means to better understanding complex socioscientific issues and the nature of science.     

CBE教学模式和项目课程的开发

CBE教学模式以掌握学习理论、因材施教原则、当代课程教学理论与思想为理论基础,以达到某种职业从业能力要求为教学目标,课程内容以职业分析为基础,强调个别化教学.在课程改革的实践中,借鉴CBE教学模式,用系统工程方法进行职业岗位能力分析,并制成DACVM表,根据该表制定各项能力课程标准及设计相应的教学方式,其中编制学习单元是设计与实施项目课程较好的做法.     

Teaching With and About Nature of Science, and Science Teacher Knowledge Domains

The ubiquitous goals of helping precollege students develop informed conceptions of nature of science (NOS) and experience inquiry learning environments that progressively approximate authentic scientific practice have been long-standing and central aims of science education reforms around the globe. However, the realization of these goals continues to elude the science education community partly because of a persistent, albeit not empirically supported, coupling of the two goals in the form of ‘teaching about NOS with inquiry’. In this context, the present paper aims, first, to introduce the notions of, and articulate the distinction between, teaching with and about NOS, which will allow for the meaningful coupling of the two desired goals. Second, the paper aims to explicate science teachers’ knowledge domains requisite for effective teaching with and about NOS. The paper argues that research and development efforts dedicated to helping science teachers develop deep, robust, and integrated NOS understandings would have the dual benefits of not only enabling teachers to convey to students images of science and scientific practice that are commensurate with historical, philosophical, sociological, and psychological scholarship (teaching about NOS), but also to structure robust inquiry learning environments that approximate authentic scientific practice, and implement effective pedagogical approaches that share a lot of the characteristics of best science teaching practices (teaching with NOS).     

College Science, Mathematics, and Methods Teaching Faculty Talk About Science and Mathematics: An Examination of Faculty Discourse in a Reform-Based Teacher Preparation Program

In this study discourse and conversation analyses were performed on talk by science and mathematics teaching faculty participating in reforming content courses for teacher candidates participating in a mathematics and science teacher preparation project (upper elementary and middle level). The context of the study was the Maryland Collaborative for Teacher Preparation (MCTP), a National Science Foundation funded project in the USA. The study's goal was to explore the use of discourse and conversation analyses as ways to understand faculty beliefs concerning mathematics and science, two disciplines the MCTP project aimed to connect. Discussion focused on two areas: (1) the comparison of the discourse on science and mathematics by the science, mathematics, and pedagogy content specialists, and (2) the impact of collaboration on the science and mathematics teaching faculty's conversation on science and mathematics. An implication of this study is to promote the analysis of talk as way to inform and direct faculty transformation in science and mathematics teacher education programs. Future research is recommended.     

新课标下元素化合物知识的教学

本文结合元素化合物知识教学的意义,分析九年级化学实验教科书元素化合物知识的特点,提出时元素化合物知识教学的要求和方法。     

Knowledge Integration in Science Teaching: Analysing Teachers' Knowledge Development

This paper tests the utility of a new sociocognitive frame for analysing the development of teachers' knowledge – the knowledge integration perspective (Linn, Eylon, & Davis, in press; Linn & Hsi, 2000). In doing so, the paper describes one prospective elementary teacher's developing knowledge and highlights its complexity. The prospective teacher demonstrates relatively well-integrated science subject matter knowledge, but she makes some problematic links to lessons and develops some instructional representations that show where she needs to distinguish between different scientific ideas. She also, however, links science concepts to appropriate real-world experiences, indicating that she has nascent useful pedagogical content knowledge. The paper discusses what teacher educators can learn about their learners from this analysis, argues for the utility of the knowledge integration perspective for conducting similar analyses, provides ideas to help science teacher educators apply the perspective easily as they teach their students, and points to areas ripe for future research.     

Beliefs about the Nature of Science and the Enacted Science Curriculum

This interpretive study of the teaching and learning of chemistry in an Australian high school examines the beliefs about the nature of science of a teacher and his class in relation to the enacted curriculum. Although the teacher and students tended to see science as an evolving discipline that was uncertain and changed over time, the manner in which the curriculum was implemented was a direct contrast. In the enacted curriculum science was represented as a catalogue of facts to be memorised and as algorithmic solutions to problems. The beliefs that had greatest impact on shaping the curriculum were the teachers beliefs about the nature of student learning, his beliefs about the distribution of power between himself and the students, and the extent to which restraints were accepted by the teacher as reasons for maintaining a traditional approach to teaching and learning chemistry.     

《冶金基础》课程开发与教学实施

本文结合教学实践,以专业基础课＂冶金基础＂为例,分析专业基础课程与专业核心课程的课程开发、教学实施的区别。     

从课程改革趋势看教师参与课程开发

从课程改革趋势看教师参与课程开发。　随着课程改革的深入 ,人们逐渐认识到 :教师应该主动参与课程开发。这不仅是课程改革成果得以落实的需要 ,也有着社会变革的深刻背景 ,国内外相关的研究也为此提供了理论支持。但是 ,对于长期以来一直处于被动执行地位的教师来说 ,参与课程开发无疑是一个巨大的挑战。因此 ,参与课程开发对未来教师素质提出了新的要求 ,也要求学校管理者确立新的理念     

论科学课程发展的人文化趋势

由于科学技术的巨大成功,科学课程在二十世纪备受重视并得到迅速发展。但面对科学技术负面效应的不断显现和科学教育内部问题的接踵而至,人们开始反思科学课程,认为科学课程必须反映科学的化属性、正视科学技术的负面效应、关注科学在精神层面的育人功能、尊重儿童的个性发展、培养学生全面认识、理解、运用和评价科学的意识和能力。这为人们描绘了科学课程发展的人化趋势,因此有必要从社会背景、理论基础、基本主张和发展走向等方面对此进行深入分析和探讨。     

Investigating Coherence About Nature of Science in Science Curriculum Documents

Science & Education - The article focuses on the analysis of curriculum documents from Taiwan to investigate how benchmarks for learning nature of science (NOS) are positioned in different...     

Preservice Science Teachers' Beliefs About Teaching and Learning: The Influence of K-12 Field Experiences

Teaching is a complex task shaped by many external and internal influences, including the beliefs held by individual teachers. This study sought an understanding of the impact of field experiences on the beliefs developed by preservice science teachers. The participants were students in an undergraduate science education methods course that involved observation and teaching experiences in K-12 classrooms. The data used in this qualitative study included drawings representing beliefs and in-depth interviews with selected participants. The findings indicate that beliefs focused on two key dualities: learning through experience and transmission and student-centered and teacher-centered instruction. The findings also suggest that field experiences both reinforce and challenge the beliefs held by preservice science teachers.     

科学知识与课程开发

科学知识在内容上具有客观性、确定性、普适性、单维性,科学知识的探究形式为因果说明、主客分离、客观方法;科学知识的表达形式为科学概念的操作性,科学判断的数学化,以归纳方式为主要的推理形式;科学知识旨趣体现在对自然的描述、解释与预测。科学知识的价值体现为科学的道德价值,科学的审美价值,科学的方法价值。科学知识独特内容、形式、旨趣与价值对科学课程的设计、实施与评价均有重要影响。科学课程开发不能忽视科学知识的知识论基础。     

幼儿园课程中的家长参与和家长发展

家长是基本的教育者,也是幼儿园课程的重要参与者。本文讨论了家长参与幼儿园课程的层次,认为家长是幼儿信息的提供者、幼儿活动的督促者、幼儿园课程材料的提供者、幼儿园活动的参与者、幼儿经验的提供者、幼儿园课程的审议者、幼儿园课程的评价者,并提出了家长在幼儿园课程实施过程中得到发展的可能性和途径。同时,对家长参与课程的现状进行了理性的分析。     

浅谈新课程的教学反思

新课程强调教师是课程实施的参与者、建设者和开发者,而这样的角色定位最需要的就是不断地总结、反思、改进和创造。教学反思正是教师总结、反思、改进、创造的有效方法。     

Engaging Undergraduates in Science Research: Not Just About Faculty Willingness

Despite the many benefits of involving undergraduates in research and the growing number of undergraduate research programs, few scholars have investigated the factors that affect faculty members’ decisions to involve undergraduates in their research projects. We investigated the individual factors and institutional contexts that predict faculty members’ likelihood of engaging undergraduates in their research project(s). Using data from the Higher Education Research Institute’s 2007–2008 Faculty Survey, we employ hierarchical generalized linear modeling to analyze data from 4,832 science, technology, engineering, and mathematics (STEM) faculty across 194 institutions to examine how organizational citizenship behavior theory and social exchange theory relate to mentoring students in research. Key findings show that faculty who work in the life sciences and those who receive government funding for their research are more likely to involve undergraduates in their research project(s). In addition, faculty at liberal arts or historically Black colleges are significantly more likely to involve undergraduate students in research. Implications for advancing undergraduate research opportunities are discussed.