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The Role of Teachers' Beliefs and Knowledge in the Adoption of a Reform-Based Curriculum

机译：教师信仰和知识在采用基于改革的课程中的作用

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Science as inquiry is a key content standard in the National Science Education Standards; however, few secondary science teachers successfully and consistently implement inquiry-based instruction in their classrooms. This research examines the role of reform-based curricular materials in influencing the classroom practices of 12 high school chemistry teachers and investigates the role of the teachers' knowledge and beliefs in their implementation of the reform-based chemistry curriculum. Qualitative and quantitative data were collected in the form of beliefs interviews and classroom observations. The teachers' classroom practices were measured prior to and during the field test of the reform-based chemistry curriculum. Analysis of the data revealed that teachers' classroom practice became more reform-based in the presence of the new curriculum; however, the degree of change is related to the teachers' beliefs about teaching and learning, depth of chemistry knowledge, and years of teaching experience. Experienced, out-of-discipline teachers with transitional or student-centered teaching beliefs demonstrated the most growth in reform-based teaching practices. This study reinforces the need for reform-based curriculum to assist teachers in implementing the intent of the National Science Education Standards.
机译：科学作为探究是国家科学教育标准中的关键内容标准；但是，很少有中学理科教师能够在课堂上成功，持续地实施基于探究的教学。本研究探讨了基于改革的课程材料在影响12位高中化学老师的课堂实践中的作用，并调查了教师的知识和信念在他们实施基于改革的化学课程中的作用。定性和定量数据以信念访谈和课堂观察的形式收集。在基于改革的化学课程的现场测试之前和期间，对教师的课堂实践进行了测量。对数据的分析表明，在新课程的存在下，教师的课堂实践变得更加基于改革。但是，变化的程度与教师对教与学的信念，化学知识的深度以及多年的教学经验有关。具有过渡或以学生为中心的教学信念的经验丰富，纪律严明的教师在基于改革的教学实践中表现出最大的增长。这项研究强调了以改革为基础的课程的必要性，以帮助教师实施国家科学教育标准的意图。

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