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首页> 外文期刊>Cognition and Instruction >How Novice Science Teachers Appropriate Epistemic Discourses Around Model-Based Inquiry for Use in Classrooms
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How Novice Science Teachers Appropriate Epistemic Discourses Around Model-Based Inquiry for Use in Classrooms

机译：新手科学老师如何围绕基于模型的查询在课堂上使用适当的认知论证

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To test whether epistemically unproblematic ways of thinking and talking about science could be transformed during preservice teacher training, we designed a system of learning activities based on a set of heuristics for progressive disciplinary discourse (HPDD). The HPDD outline six design principles of learning environments where the aim is to foster learners' participation in material and discursive activities that characterize the work of scientists. After tracking participants through university coursework where the HPDD was employed and into their teaching practicums, we found that most came to reconceptualize the interrelated roles of models, theory, evidence, and argument. These ideas ultimately supported a shift in their goals for scientific investigation—from “proving” a hypothesis, to testing and revising explanatory models. Preliminary findings from teaching episodes with their own secondary students indicated that some participants took up “epistemically ambitious” classroom practices, pressing learners to develop testable models of natural phenomena and gather evidence to link observations with underlying explanatory processes.
机译：为了测试在职前教师培训期间是否可以改变认识论上无问题的思维方式和谈论科学的方式，我们设计了一套基于启发式的渐进式学科话语（HPDD）的学习活动系统。 HPDD概述了学习环境的六项设计原则，其目的是促进学习者参与表征科学家工作的物质和话语活动。在跟踪参与者使用HPDD的大学课程及其教学实践之后，我们发现大多数人重新概念化了模型，理论，证据和论证的相互关联的作用。这些想法最终支持了其科研目标的转变-从“证明”假设到测试和修改解释模型。与他们自己的中学生一起的教学情节的初步发现表明，一些参与者采取了“在野心上雄心勃勃”的课堂做法，迫使学习者开发出可测试的自然现象模型，并收集证据以将观察结果与潜在的解释过程联系起来。

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