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首页> 外文学位 >Tangled up in inquiry: Documenting pre-service science teachers' perspectives on inquiry as they reflect on the process of planning and teaching inquiry-based lessons.
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Tangled up in inquiry: Documenting pre-service science teachers' perspectives on inquiry as they reflect on the process of planning and teaching inquiry-based lessons.

机译：纠缠在探究中：记录岗前科学教师对探究的观点，因为它们反映了基于探究性课程的计划和教学过程。

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摘要

This dissertation focused on 13 preservice science teachers' own perspectives on inquiry and how those perspectives developed in the context of being required to engage their students in inquiry-based science during their student teaching. The questions guiding this research were (a) What are preservice science teachers' perspectives on inquiry? (b) What happens to preservice science teachers' perspectives on inquiry as they enact and systematically reflect on inquiry? (c) What factors do preservice science teachers identify as influencing their perspectives on inquiry in the context of planning and teaching inquiry-based lessons? Ten criteria for inquiry emerged out of the data. Two distinct perspectives on inquiry were identified within these 10 criteria, a procedurally-connected perspective and a procedurally-unconnected perspective. Analysis framed through these two perspectives showed that 7 of the preservice science teachers' perspectives shifted in the context of planning, teaching and reflecting on inquiry-based science. Six of the preservice teachers did not demonstrate shifts. Three of the preservice science teachers who shifted perspectives were chosen for further analysis. All 3 preservice science teachers were found to have constructed a more robust view of inquiry. Yet each preservice science teacher also described experiencing and engaging with inquiry in relation to her own unique set of instructional contexts. These findings suggest that requiring preservice teachers to plan, implement, and reflect on inquiry-based teaching could create a rich space for science teacher educators to engage with preservice teachers around their developing understandings of inquiry.
机译：本文重点研究了13名职前科学老师对探究的看法，以及这些观点是如何在要求学生在教学过程中让他们参与基于探究的科学的背景下发展而来的。指导这项研究的问题是（a）职前科学教师对探究的看法是什么？ （b）职前科学教师在制定并系统地反思探究时，其探究观点会发生什么变化？ （c）在计划和教授基于探究性的课程时，职前科学教师认为哪些因素会影响他们对探究的观点？数据中出现了十个查询标准。在这10条标准中，确定了两种不同的询问观点，即程序关联的观点和程序无关的观点。通过这两种观点进行的分析表明，职前科学教师的观点中有7种是在计划，教学和反思性探究性科学的背景下发生转变的。六名职前教师没有表现出班次。选择了三位观点有所变化的职前科学教师进行进一步分析。发现所有3名职前科学教师都构建了更健全的探究观。然而，每位职前科学老师还描述了与自己独特的教学情境相关的体验和参与。这些发现表明，要求职前教师计划，实施和反思基于探究的教学，可以为理科教师教育者围绕其对探究发展的理解与职前教师进行互动创造广阔的空间。

著录项

  • 作者

    Horvath, Lawrence Charles.;

  • 作者单位

    University of California, Davis.;

  • 授予单位 University of California, Davis.;
  • 学科 Education Teacher Training.;Education Sciences.;Education Secondary.
  • 学位 Ph.D.
  • 年度 2008
  • 页码 154 p.
  • 总页数 154
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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