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首页> 外文期刊>Research in Science Education >The Role of Scientist Mentors on Teachers’ Perceptions of the Community of Science During a Summer Research Experience
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The Role of Scientist Mentors on Teachers’ Perceptions of the Community of Science During a Summer Research Experience

机译：夏季研究期间，科学家导师在教师对科学共同体的感知中的作用

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摘要

This study focuses on the mentor relationships between science teachers and their scientist mentors in a summer Research Experience for Teachers program at a United States national laboratory facility. Using mixed methods, the authors surveyed and interviewed (semi-structured) the eleven participating teachers before and after the program. The authors also observed the teachers with their mentors each week. During these observations, three different types of mentoring relationships were observed. The authors highlight these through case studies of three teachers, each of whom experienced one of the three relationships. These case studies include their pre and post survey and interview data as well as classroom observations following the program. The results show that the mentoring relationship positively influences teachers’ views of scientific inquiry. The participating teachers felt a sense of membership in the science community as a result of the mentoring they received from their scientists and/or other members of their research group (i.e. graduate students, post doctorates). The three cases demonstrate that teachers felt a higher sense of ownership when they were “discovering” information that was new to their scientist or “translating” their work. All three types of mentoring relationships improved teachers’ understanding of scientific inquiry, which can translate into the classroom.
机译：这项研究的重点是在美国国家实验室的暑期教师研究计划中，理科教师与其科学家导师之间的导师关系。作者采用混合方法，对计划前后的11名参与教师进行了调查和访谈（半结构化）。作者还每周与导师一起观察老师。在这些观察中，观察到三种不同类型的指导关系。作者通过对三位教师的案例研究突出了这些知识，每位教师都经历了三种关系中的一种。这些案例研究包括他们的前后调查和访谈数据，以及该计划之后的课堂观察。结果表明，导师关系对教师的科学探究观产生积极影响。由于受到来自科学家和/或研究组其他成员（即研究生，博士后）的指导，与会的教师感到了在科学界的归属感。这三个案例表明，当教师“发现”对科学家来说是新的信息或“翻译”他们的工作时，他们会感到主人翁意识更高。三种类型的指导关系都可以提高教师对科学探究的理解，这可以转化为课堂。

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