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首页> 外文学位 >Teaching science as inquiry in US and in Japan: A cross-cultural comparison of science teachers' understanding of, and attitudes toward inquiry-based teaching.
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Teaching science as inquiry in US and in Japan: A cross-cultural comparison of science teachers' understanding of, and attitudes toward inquiry-based teaching.

机译：在美国和日本将科学作为探究式教学：理科教师对基于探究式教学的理解和态度的跨文化比较。

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摘要

Since the publication of the National Science Education Standards in 1996, learning science through inquiry has been regarded as the heart of science education. However, the TIMSS 1999 Video Study showed that inquiry-based teaching has been taking place less in the United States than in Japan. This study examined similarities and differences in how Japanese and American middle-school science teachers think and feel about inquiry-based teaching. Teachers' attitudes toward the use of inquiry in science teaching were measured through a survey instrument (N=191). Teachers' understanding of inquiry-based teaching was examined through interviews and classroom observations in the United States (N=9) and Japan (N=15). The results show that in spite of the variations in teachers' definitions of inquiry-based teaching, teachers in both countries strongly agree with the idea of inquiry-based teaching. However, little inquiry-based teaching was observed in either of the countries for different reasons. The data indicate that Japanese teachers did not generally help students construct their own understanding of scientific concepts in spite of well-planned lesson structures and activity set-ups. On the other hand, the observational data indicate that American teachers often lacked meaningful science content in spite of their high level of pedagogical knowledge. The need for addressing the importance of scientific concepts in teacher preparation programs in higher education institutions in the US is advocated. To the Japanese science education community, the need for teachers' acquisition of instructional strategies for inquiry-based teaching is strongly addressed.
机译：自1996年国家科学教育标准发布以来，通过探究学习科学一​​直被视为科学教育的核心。但是，TIMSS 1999视频研究表明，在美国，进行探究式教学的情况少于在日本。这项研究调查了日本和美国中学科学教师在基于探究式教学中的想法和感受的异同。通过调查工具（N = 191）来衡量教师对在科学教学中使用探究的态度。在美国（N = 9）和日本（N = 15），通过访谈和课堂观察来检验教师对探究式教学的理解。结果表明，尽管教师对探究式教学的定义存在差异，但两国教师都强烈同意探究式教学的理念。但是，由于不同的原因，在这两个国家中很少观察到基于探究的教学。数据表明，尽管课程结构和活动安排得当，日本教师通常并不能帮助学生建立自己对科学概念的理解。另一方面，观察数据表明，尽管美国教师的教学知识水平很高，但他们经常缺乏有意义的科学知识。提倡在美国的高等教育机构中解决科学概念在教师培养计划中的重要性。对于日本的科学教育界，强烈要求教师掌握基于探究式教学的教学策略。

著录项

  • 作者

    Tosa, Sachiko.;

  • 作者单位

    University of Massachusetts Lowell.;

  • 授予单位 University of Massachusetts Lowell.;
  • 学科 Education Sciences.
  • 学位 Ed.D.
  • 年度 2009
  • 页码 256 p.
  • 总页数 256
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 自然科学教育与普及;
  • 关键词

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