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Preservice teachers' use of lesson study in teaching nature of science.

机译：职前教师在自然科学教学中对课程学习的运用。

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摘要

The purpose of this study was to explore preservice teachers' lived experiences in a lesson study focused on teaching and learning nature of science (NOS). The body of knowledge about shifting pre- and in-service novice NOS understandings is substantial. The focus of science education research is now exploring ways to move these informed NOS understandings into classroom practice (Abd-El-Khalick & Lederman, 2000b).;The research questions guiding the study were (a) how do preservice teachers' understandings of NOS shift as a result of the lesson study experience?, and (b) how does the reflective practice that occurs in lesson study influence preservice teachers' transition of NOS tenets into classroom practice? The participants in this study represented a sample of graduate preservice teachers, who were part of a middle and secondary science teaching alternative certification program in a southeastern university. In the first summer semester of this certification program, the participants were immersed in reform based science instruction; a section of which included NOS teachings (INTASC, 2002). In the following semester, participants were placed in a practicum setting; where the exploration of the preservice teachers' teaching of NOS was supported through the modified lesson study framework.;Data sources included the Views on Nature of Science-Form B (VNOS-b), interviews, and lesson study portfolios. Analysis of NOS understandings was guided by instruments found in literature associated with the VNOS-b (Lederman et al., 2002) and reflection (Ward & McCotter, 2004). Results showed successful transfer of NOS into classroom practice using the modified lesson study framework, with less success in the deepening of participants' NOS understandings. Of particular significance was that results indicated a deepening of NOS pedagogical content knowledge for those participants functioning at higher levels of reflection. The study's results contributes to two knowledge bases. First it provides insight to how lesson study can be used in the United States in alterative teacher preparation programs. Second, it contributes to what is understood about how to support the transition of NOS understandings into classroom practice.
机译：这项研究的目的是在针对科学的教与学性质（NOS）的课程研究中探索职前教师的生活经验。有关转变职前和在职新手NOS理解的知识体系非常丰富。目前，科学教育研究的重点是探索将这些对NOS的了解转化为课堂实践的方法（Abd-El-Khalick＆Lederman，2000b）。指导该研究的研究问题是（a）职前教师如何理解NOS会因课程学习经历而发生变化吗？（b）课程学习中发生的反思性练习如何影响职前教师将NOS原则转变为课堂实践？这项研究的参与者代表了研究生职前教师的样本，这些教师是东南大学中，中学科学教学替代认证计划的一部分。在该认证计划的第一个夏季学期中，参与者沉浸在基于改革的科学指导中；其中一部分包括NOS的教义（INTASC，2002年）。在接下来的一个学期中，参与者被安排在实习中。修改后的课程学习框架支持了对职前教师NOS教学的探索。数据来源包括《科学性质表B》（VNOS-b），访谈和课程学习档案袋。对NOS理解的分析是通过与VNOS-b相关的文献中发现的仪器（Lederman等，2002）和反射（Ward＆McCotter，2004）进行的。结果表明，使用改进的课程学习框架将NOS成功地转移到了课堂实践中，而加深了参与者对NOS的理解的成功率却很小。特别有意义的是，这些结果表明，对于那些以较高反射率起作用的参与者，NOS教学内容知识的加深。研究结果有助于建立两个知识库。首先，它提供了关于在美国如何将课程学习用于替代性教师准备计划的见解。其次，它有助于人们理解如何支持将NOS理解转变为课堂实践。

著录项

  • 作者

    McDowell, Amy Virginia.;

  • 作者单位

    Georgia State University.;

  • 授予单位 Georgia State University.;
  • 学科 Teacher education.;Secondary education.;Science education.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 332 p.
  • 总页数 332
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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