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首页> 外文学位 >Exploring the impact of longer term intervention on reforming Life Science teachers' approaches to science instruction: Seeking a more effective role for laboratory instruction.
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Exploring the impact of longer term intervention on reforming Life Science teachers' approaches to science instruction: Seeking a more effective role for laboratory instruction.

机译：探索长期干预对改革生命科学老师的科学教学方法的影响：寻求实验室教学的更有效作用。

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摘要

This research explored the effects of longer-term intervention designed to prepare a group of ten life science inservice teachers to reform their teaching strategies and to restructure their course organization to begin units of instruction or sequences of related lessons with laboratory investigations and to utilize the data and observations from these experiences to drive further instruction. A 15-week, 3-semester hour course in The Teaching of Chemistry, designed to model this approach, was utilized as the vehicle for this inservice experience. The ten inservice life science certified teachers were part of the 24 teachers enrolled in this course. They observed three modeled lesson sequences, taught and modeled lesson sequences to their peers and designed and taught a sequence of lessons in their own classrooms. This classroom based instruction was observed and videotaped by the researcher. The videotapes were analyzed using the MR-STBI.; Of the ten LSTs, nine actually prepared for and attempted to teach a lesson sequence that used laboratory experiences as the driving force for further instruction. From this group, five reformed their instruction and restructured the sequence of presentation, in that they became more oriented toward the modeled instruction. Two additional teachers who had taught this way before were able to continue with this approach. The pre- and post-laboratory teaching behaviors exhibited by these LSTs were those characterized by and consistent with those used by the Model instructor and antithetical to those exhibited by a teacher who taught traditionally.; All but one teacher had over ten years of classroom experience; otherwise there were no other similarities in professional background. In addition, the availability of laboratory facilities was not common across these teachers. Therefore, the conclusion is drawn that length of professional background and availability of laboratory facilities had minimal impact on ability, over the short haul, to reform the instructional approach to fit the modeled instruction. The data related to changes in students' attitudes, as expected, was not significant over the two to three month period of the study.
机译：这项研究探索了长期干预的效果，这种干预旨在为一组由十名生命科学服务的教师准备，以改革他们的教学策略并重组其课程组织，以通过实验室调查来开始教学单元或相关课程的序列，并利用数据以及从这些经验中获得的观察结果，以进一步指导。为模拟这种方法而设计的“化学教学”中为期15周，为期3个学期的课程，被用作这种无经验工作的工具。在这门课程注册的24名教师中，有10名获得生命科学证书的教师是其中的一部分。他们观察了三个建模的课程序列，向同伴教授并建模了课程序列，并在自己的教室中设计和教授了一系列课程。研究人员观察并录制了基于课堂的指导。使用MR-STBI分析录像带。在十个LST中，有九个实际上已经准备好并试图讲授一个以实验室经验为基础进行进一步指导的课程。从这个小组中，有五个人改革了他们的教学并重组了演示顺序，使他们更倾向于建模的教学。之前曾以这种方式授课的另外两名老师能够继续使用这种方式。这些LST所表现出的实验前和实验后的教学行为，其特征在于与示范教师所使用的行为一致，并且与传统教学的教师所表现出的行为相反。除一位老师外，所有老师都有超过十年的课堂教学经验。否则在专业背景上没有其他相似之处。此外，实验室设施的可用性在这些教师中并不普遍。因此，可以得出这样的结论：专业背景的长短和实验室设施的可用性在短期内对改革教学方法以适应模拟教学的能力的影响最小。正如预期的那样，与学生态度变化相关的数据在研究的2至3个月内并不显着。

著录项

  • 作者

    Priestley, Holly Delk.;

  • 作者单位

    Temple University.;

  • 授予单位 Temple University.;
  • 学科 Education Sciences.; Education Teacher Training.
  • 学位 Ed.D.
  • 年度 1996
  • 页码 182 p.
  • 总页数 182
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 自然科学教育与普及;教师;
  • 关键词

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