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首页> 外文期刊>International Journal of Science Education >Critical Reflective Practice as a Pivot in Transforming Science Education: A report of teacher-researcher collaborative interactions in response to assessment reforms
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Critical Reflective Practice as a Pivot in Transforming Science Education: A report of teacher-researcher collaborative interactions in response to assessment reforms

机译：批判性反思实践作为变革科学教育的关键：关于评估改革的师生合作互动报告

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This paper investigates the impact of a current educational policy initiative in Singapore called 'Science Practical Assessment' (SPA). SPA is designed to overcome the limitations of single, high-stakes examinations by placing emphasis on research processes, entrepreneurship and the development of science practical skills. Structurally, SPA repositions teachers as central in the selection of items to teach and assess during the academic years leading up to O-level. However, it is contended that the effectiveness of SPA is rendered problematic without specific attention being paid to teachers' readiness and capacity to understand and implement assessment innovations. In response, the author describes and analyses how he formed a research partnership with a local physics teacher to investigate how SPA could be used as a tool to improve science pedagogy. Results suggest that while the pragmatic considerations of assessment reforms are not sufficient in themselves to bring about policymakers' desired outcomes, ways can be found to help teachers prepare for, bring about and crucially own change by adopting a critically reflective stance on problems and issues that arise when students work on completing laboratory tasks. The methods used in this study also identify some of the factors that impact on teachers' ability to influence positive developments at the department and school levels of an educational system. Overall, the intention is that the teacher development strategies and classroom practices illustrated in the paper will eventually inform a programme of interventionist action in science pedagogy and practical work assessment with applications both in and beyond the immediate study context.
机译：本文调查了新加坡目前一项名为“科学实践评估”（SPA）的教育政策倡议的影响。 SPA旨在通过强调研究过程，企业家精神和科学实践技能的发展来克服单一，高风险考试的局限性。从结构上讲，SPA将教师重新定位为在达到O级之前的学年中要进行教学和评估的项目选择的中心。但是，有人认为，如果不特别关注教师的准备程度以及理解和实施评估创新的能力，SPA的有效性就会成问题。作为回应，作者描述并分析了他如何与当地物理学老师建立研究合作伙伴关系，以研究如何将SPA用作改善科学教学法的工具。结果表明，虽然评估改革的务实考虑本身不足以带来决策者所期望的结果，但可以找到方法，通过对问题和问题采取批判性反思的态度来帮助教师为变革做准备，实现和至关重要的改变自己。当学生完成实验室任务时出现。本研究中使用的方法还确定了一些因素，这些因素会影响教师在教育系统的部门和学校层面影响积极发展的能力。总体而言，本文旨在说明教师的发展策略和课堂实践最终将为科学教育学和实际工作评估中的干预主义行动纲领提供参考，并在当前研究范围之内和之外都有应用。

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