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An Analysis of Science Teachers' Faith on Inquiry Lessons and Their Science Classes

机译：理科教师对探究课及其科学课的信念分析

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摘要

This case study was searched secondary school science teachers' faith on inquiry lessons and revelation of the faith in their science classes.For this study,scaled questionnaires,open-ended questionnaires,structured and semi-structured interviews,classroom observations,instructional plans,and materials were collected during 7 months.In addition,students in each of the teachers' classes were interviewed with respect to their thoughts of inquiry instruction.Data sources were inductively analyzed.A validity was guarantee by triangulation,member checking.As the results,the teachers belived that inquiry activities help students' understanding of conceptions related to the inquiry,but this thoughts was not in accord with classroom practices.The teachers had traditionalism to place the educational focus on experiment results or aquisition of terminologies.Especially teachers' misjudgements about students' learning levels and unfit reorganization of experimental activities were the causes of the gap between teachers' belief about inquiry instruction and classroom practices.
机译：本案例研究是从中学理科教师对探究课的信念及其对科学课信念的启示中寻找的。对于本研究，本研究采用比例问卷，开放式问卷，结构化和半结构化访谈，课堂观察，教学计划以及在七个月的时间里收集了材料。此外，对每个班级的学生进行了询问式教学的访谈。对数据来源​​进行了归纳分析。通过三角剖分，成员检查来确保有效性。教师相信探究活动有助于学生理解与探究相关的概念，但这与课堂实践不符。教师具有传统主义，将教育重点放在实验结果或术语习得上。尤其是教师对学生的错误判断学习水平的降低和实验活动的不当重组都是导致肥胖的原因。他在教师对探究式教学的信念与课堂实践之间存在差距。

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