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首页> 外文期刊>Journal of Chemical Education >Introducing Inquiry-Based Methodologies during Initial Secondary Education Teacher Training Using an Open-Ended Problem about Chemical Change
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Introducing Inquiry-Based Methodologies during Initial Secondary Education Teacher Training Using an Open-Ended Problem about Chemical Change

机译：在初中教师培训期间引入基于探究的方法，该方法使用关于化学变化的开放式问题

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摘要

In this paper, the characteristics of an initial training program for secondary school physics and chemistry teachers are presented. This program is based on the resolution of professional problems, in order to develop preservice teachers' competencies for integrating inquiry-based science education (IBSE) into their future teaching. With this goal in mind, the methodology of problem solving as an investigation was introduced, and preservice teachers had to solve a sequence of open-ended problems using this IBSE-type methodology. The article describes how they solved the practical problem "What might happen when two substances are placed in contact with each other?" with a specific focus on the roles of both the students and the professor. Moreover, the paper provides guidelines for implementing the problem, which is compatible with the curricular content of secondary education. Finally, an analysis of preservice teachers' written reports about the problem suggests that the procedures which they found more difficult were those involved in the stages of "design of resolution strategies" and "analysis of results".
机译：本文介绍了中学物理和化学教师初始培训课程的特点。该计划以解决专业问题为基础，目的是发展职前教师的能力，以将基于探究的科学教育（IBSE）纳入其未来的教学中。考虑到这一目标，引入了一种解决问题的方法作为调查，而职前教师不得不使用这种IBSE型方法来解决一系列开放性问题。本文介绍了它们如何解决实际问题“当两种物质相互接触时会发生什么？”特别着重于学生和教授的角色。此外，本文提供了实施该问题的指导方针，与中学教育的课程内容是兼容的。最后，对职前教师关于该问题的书面报告的分析表明，他们发现更加困难的程序是那些涉及“解决策略设计”和“结果分析”阶段的程序。

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