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首页> 外文期刊>Procedia - Social and Behavioral Sciences >Values and Knowledge Education (VaKE) in Teacher Education: Benefits for Science Pre-service Teachers when Using Dilemma Stories
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Values and Knowledge Education (VaKE) in Teacher Education: Benefits for Science Pre-service Teachers when Using Dilemma Stories

机译：教师教育中的价值观和知识教育（VaKE）：使用困境故事对理科职前教师的好处

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With the new Australian science curriculum, one considerable change is the emphasis on science as a human endeavour. For many pre-service teachers, science at school and university was presented as factual, value free and without exploring science's complex role in society. Drawing on Patry, Weyringer, and Weinberger's (2007) Values and Knowledge Education (VaKE), we present a dilemma story about a proposal to irrigate an Australian river system. It outlines the personal struggle of one family juggling declining farming income with their child's tertiary ambition to study in the city. Pre-service teachers were asked to decide on whether or not the environmentally conservative family should irrigate their land. Can pre-service teachers see benefits for using VaKE in their future teaching of science? Using the lesson interruption method (Patry & Weinberger, 2004), data was collected on several occasions. The analysis of the data revealed most pre-service teachers explored personal, local and global issues from science and non-science domains, respecting different perspectives, with some changing their decision. Engagement with the task varied, some recognised the importance of ‘investigating’ social issues through science and science through social issues. Others, however espoused that science was about facts and correct answers, where teachers delivered the answers to problems rather than encourage debate. Interestingly, the same scientific evidence was used by most to justify their decisions both in favour or against irrigation! This raises further questions about the role of science education in developing scientifically literate citizens through education.
机译：借助新的澳大利亚科学课程，一项重大变化就是强调将科学视为人类的事业。对于许多职前教师而言，学校和大学的科学被认为是事实，没有价值的，并且没有探索科学在社会中的复杂作用。借鉴Patry，Weyringer和Weinberger（2007）的价值观与知识教育（VaKE），我们提出了有关灌溉澳大利亚河系的建议的两难处境。它概述了一个家庭在挣扎着减少农业收入的过程中的个人斗争，以及他们的孩子在城市读书的第三纪志。要求岗前教师决定是否由环境保守的家庭来灌溉他们的土地。职前教师能否在未来的科学教学中看到使用VaKE的好处？使用课程中断方法（Patry＆Weinberger，2004年），曾多次收集数据。对数据的分析表明，大多数职前教师从科学和非科学领域探索了个人，本地和全球性问题，尊重不同的观点，并改变了他们的决定。参与任务的方式各不相同，一些人认识到通过科学“调查”社会问题和通过社会问题进行科学研究的重要性。然而，其他人则认为科学是关于事实和正确答案的，即教师提供问题的答案而不是鼓励辩论。有趣的是，大多数人使用了相同的科学证据来证明他们的决定是赞成还是反对灌溉！这就对科学教育在通过教育发展具有科学素养的公民方面的作用提出了进一步的疑问。

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