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首页> 外文期刊>Journal of research in science teaching >Interacting with a suite of educative features: Elementary science teachers' use of educative curriculum materials
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Interacting with a suite of educative features: Elementary science teachers' use of educative curriculum materials

机译：与一系列教育功能进行交互：基础科学教师对教育课程材料的使用

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New reform documents underscore the importance of learning both the practices and content of science. This integration of practices and content requires sophisticated teaching that does not often happen in elementary classrooms. Educative curriculum materialsmaterials explicitly designed to support teacher and student learninghave been posited as a way to support teachers to achieve these ambitious goals, yet little is known about how elementary teachers actually use educative curriculum materials in their interactions with students. To address this gap, we used qualitative case study methods drawing mainly on videorecords of the enactments of lessons and teacher interviews to investigate how two fourth-grade teachers enacted a curriculum unit enhanced with educative features. Evidence of language and teaching moves promoted by the educative features was observed in the teachers' enactments. Findings suggest that variation existed in the teacher-curriculum interactions within and across teachers and across the suite of educative features. The teachers drew on educative features that contained representations of teacher and student work to envision possibilities for teaching the lesson while they used other features for identifying main ideas for the lesson. Implications for curriculum developers and teacher educators are discussed based on the patterns found in the teachers' use of the educative curriculum materials. (c) 2015 Wiley Periodicals, Inc. J Res Sci Teach 53: 422-449, 2016
机译：新的改革文件强调了学习科学实践和内容的重要性。这种实践和内容的整合要求复杂的教学，而这在小学教室中是不常见的。人们已经提出了明确设计用来支持师生学习的教育课程材料，作为支持教师实现这些宏伟目标的一种方式，但对于基础老师如何在与学生互动中实际使用教育课程材料知之甚少。为了解决这一差距，我们使用了定性案例研究方法，主要是根据课程实施的录像带和老师的访谈进行调查，以调查两位四年级教师如何制定具有教育特色的课程单元。在教师的成文法中观察到了由教育特征促进的语言和教学动作的证据。研究结果表明，在教师内部和教师之间以及整个教育特征套件中，教师与课程的互动中存在差异。教师利用包含教师和学生工作表现的教育特征来设想教课的可能性，同时他们使用其他特征来确定课程的主要思想。根据教师使用教育课程资料中发现的模式，讨论了对课程开发者和教师教育者的影响。 （c）2015 Wiley Periodicals，Inc.J Res Sci Teach 53：422-449，2016

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