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Factors influencing the use of the environment in science teaching: A study of biology teaching in Tanzania.

机译：在科学教学中影响环境使用的因素：坦桑尼亚的生物学教学研究。

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摘要

This study explores the forces influencing teachers' attempts to use students' environmental experiences in the teaching of school biology. The focus of the study is form 3 (grade 10) biology classes in a large urban center in Tanzania. It examines questions about conceptions of environmental education (EE), resources available for an EE approach, and professional, socioeconomic, and historical factors influencing classroom processes in three selected school environments.;A social constructionist perspective is used, in which the participants' view of reality (of science teaching, and EE) is perceived as being constantly constructed and reconstructed to suit the world around them. This process of knowledge construction is studied through classroom observations and teacher interviews, and supplemented with responses from a student checklist questionnaire, and School Inspection and other official reports. Interviews were also conducted with a biology curriculum developer and an UNEP environmental education chief. The study then historically analyzes the context in which biology teachers in the study operated, focusing on the barriers to the use of local environmental issues in biology discussions at classroom level.;A number of barriers are discussed in the context of the findings of the study: There are Professional barriers, including low level of professional development of teachers, and pressures to perpetuate the status quo of traditional expository teaching. Language barriers whereby the use of the English medium of instruction limits the quality of classroom discussion of local issues, and socioeconomic barriers, such as lack of sufficient locally focused teaching materials and low teacher incomes also exist. These affect teacher motivation and commitment to a teaching approach requiring long hours of preparation and thought about student learning activities. Thus, despite numerous past global (U.N. initiated or otherwise) campaigns to promote EE, these barriers influence the construction of any new approach to science education, including an environmental perspective, in the classes studied.;The study concludes that environmental education and other issues approaches in science teaching are unlikely to succeed at classroom level if the notion of curriculum as mere prescription of goals continues to be perpetuated. Instead, a social constructionist perspective is envisaged in which new curriculum proposals must build in grassroot support systems including collaboratively designed teaching/learning resources, and professional development programs. This implies a strong involvement of classroom teachers in the development of teaching materials. Suggestions for future research to realize these objectives are made.
机译：这项研究探索了影响教师尝试在学校生物学教学中利用学生的环境经验的力量。该研究的重点是坦桑尼亚一个大型城市中心的中三（10年级）生物学课程。它审查了有关环境教育（EE）的概念，可用于EE方法的资源以及在三种选定的学校环境中影响课堂过程的专业，社会经济和历史因素的问题。;使用了社会建构主义的观点，参与者的观点（科学教学和EE）的现实世界被认为是不断地构建和重建以适应周围的世界。通过课堂观察和老师访谈来研究这一知识构建过程，并补充有学生清单调查表，学校检查和其他官方报告的答复。还与生物学课程开发人员和环境署环境教育负责人进行了访谈。然后，该研究从历史上分析了研究中生物学老师的工作环境，重点是在课堂一级的生物学讨论中使用当地环境问题的障碍。;在研究结果的背景下讨论了许多障碍：存在专业障碍，包括教师专业发展水平低下，以及使传统说明性教学保持现状的压力。语言障碍导致英语教学语言的使用限制了课堂讨论当地问题的质量，社会经济障碍，例如缺乏足够的本地化教材和教师收入低下等问题也存在。这些影响教师的动力和对教学方法的承诺，这种教学方法需要长时间的准备和对学生学习活动的思考。因此，尽管过去在全球范围内（联合国发起或以其他方式发起）提倡电子竞技的运动众多，但这些障碍仍影响着所研究的班级中任何新的科学教育方法（包括环境观点）的建构。如果继续以课程为目标的概念一直坚持下去，那么科学教学法就不可能在课堂上取得成功。取而代之的是，设想了一种社会建构主义的观点，其中新的课程建议必须建立在基层支持系统中，包括协作设计的教学/学习资源以及专业发展计划。这意味着课堂教师将大力参与教材的开发。为将来实现这些目标的研究提出了建议。

著录项

  • 作者

    O-Saki, Kalafunja Mlang'a.;

  • 作者单位

    University of Alberta (Canada).;

  • 授予单位 University of Alberta (Canada).;
  • 学科 Education Sciences.;Education Secondary.
  • 学位 Ph.D.
  • 年度 1991
  • 页码 239 p.
  • 总页数 239
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 老年病学;
  • 关键词

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