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Analyzing standards-based science instructional materials: An opportunity for professional development.

机译：分析基于标准的科学教学材料：专业发展的机会。

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摘要

This phenomenological study focused on a group of teachers who applied the Analyzing Instructional Materials (AIM) Process and Tools to select standards-based instructional materials for science curriculum reform. The purpose of this study was to identify, based on teachers' beliefs, perceptions, and experiences, the conditions for supporting professional development that involve standards-based reform and the use of instructional materials that were developed with funding from the National Science Foundation (NSF). The design of this qualitative study involved a series of three separate in-depth interviews with six participants. A first person narrative profile of each participant was constructed from the interviews and analyzed. Three themes were represented in the data: a focus on teaming, professional development and the change and reform process. Teachers in this study believed that instructional materials needed to explicitly support concept development and students doing science in order to learn about inquiry. Participants thought NSF-funded instructional materials supported inquiry-based learning and the teacher as a facilitator of learning. Based on this study, one finding about standards-based reform is that selecting instructional materials can be a structured professional development opportunity. A second finding is that teachers' beliefs about standards-based reform and the use of materials can be influenced during the selection of high quality instructional materials. Participants in this study believed that selecting NSF-funded instructional materials was critical to changing the learning and teaching of science in their district. A third finding is that professional development can push teachers to think critically about the materials they use to teach students science. Teachers in this study believed that their experiences associated with learning and using AIM provided them opportunities for reflection and dialogue about how instructional materials could better support concept development and inquiry-based learning and teaching. Three implications for teacher learning and professional development based on this study include: structures and facilitation are needed to guide the change and reform process because of the time needed for adult learning, reform-oriented instructional materials can be used to support adult learning experiences, and the use of outside experts can be critical to supporting reform efforts within a district.
机译：这项现象学研究的重点是一组教师，他们使用分析教学材料（AIM）的过程和工具来选择用于科学课程改革的基于标准的教学材料。这项研究的目的是根据教师的信念，看法和经验，确定支持专业发展的条件，这些条件包括基于标准的改革以及使用由国家科学基金会（NSF）资助开发的教学材料）。这项定性研究的设计涉及一系列三个独立的深度访谈，对六个参与者进行了访谈。从访谈中构建并分析每个参与者的第一人称叙述概况。数据代表了三个主题：关注团队合作，专业发展以及变革和改革过程。这项研究的老师认为，教学材料需要明确支持概念发展和学生进行科学学习以学习探究知识。参与者认为NSF资助的教学材料支持基于探究的学习，而老师则是学习的促进者。根据这项研究，有关基于标准的改革的一项发现是选择教学材料可以成为结构化的专业发展机会。第二个发现是，在选择高质量的教学材料时，教师对基于标准的改革和使用材料的信念可能会受到影响。这项研究的参与者认为，选择NSF资助的教学材料对于改变其所在地区的科学学习和教学至关重要。第三个发现是，专业发展可以促使教师对他们用来教授学生科学的材料进行批判性思考。这项研究的教师认为，他们与学习和使用AIM相关的经验为他们提供了反思和对话的机会，以了解教学材料如何更好地支持概念发展和基于探究的学与教。基于此研究对教师学习和专业发展的三个含义包括：由于成人学习需要时间，因此需要结构和便利来指导变革和改革过程，可以使用面向改革的教学材料来支持成人学习经历，以及使用外部专家对于支持某个地区的改革工作至关重要。

著录项

  • 作者

    Short, James Bennett.;

  • 作者单位

    Teachers College, Columbia University.;

  • 授予单位 Teachers College, Columbia University.;
  • 学科 Education Teacher Training.;Education Sciences.;Education Curriculum and Instruction.
  • 学位 Ed.D.
  • 年度 2006
  • 页码 168 p.
  • 总页数 168
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教师;教育;自然科学教育与普及;
  • 关键词

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