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首页> 外文期刊>Science education >The Impact of a Project-Based Science Curriculum on Minority Student Achievement, Attitudes, and Careers: The Effects of Teacher Content and Pedagogical Content Knowledge and Inquiry-Based Practices
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The Impact of a Project-Based Science Curriculum on Minority Student Achievement, Attitudes, and Careers: The Effects of Teacher Content and Pedagogical Content Knowledge and Inquiry-Based Practices

机译：基于项目的科学课程对少数民族学生的成就，态度和职业的影响：教师内容，教学内容知识和基于探究的实践的影响

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摘要

Project-based science (PBS) curricula have project- and inquiry-based as-pects that leverage the strengths of urban students from ethnic and racial groups under-represented in science careers, potentially impacting positively these students' science achievement and attitudes and thus their college and career plans. We aimed to determine the extent to which a PBS curriculum would show this. We provided professional development to bolster urban teachers' science content knowledge (CK) and science pedagogical content knowledge (PCK) to observe the maximal impact of the PBS curriculum. We found that students' science achievement improved with the PBS curriculum, but that their attitudes toward science and plans to pursue science did not. Increases in teachers' CK and PCK with the professional development correlated with the improvements in student science achievement but did not correlate with improvements in student science attitudes or plans. However, the frequency of teachers' use of specific inquiry-based activities did correlate with improvements in students' science attitudes and plans. In sum, the extent of the success of a PBS curriculum with students from groups underrepresented in science careers appears to be dependent on elements of both teacher knowledge (CK and PCK) and teachers' frequency of use of inquiry-based activities that are consistent with culturally relevant pedagogical practices.
机译：基于项目的科学（PBS）课程具有基于项目和探究的方面，它们利用了在科学职业中代表性不足的种族和种族群体的城市学生的优势，可能会对这些学生的科学成就和态度产生积极影响大学和职业计划。我们旨在确定PBS课程将在多大程度上显示这一点。我们提供了专业发展来加强城市教师的科学内容知识（CK）和科学教学内容知识（PCK），以观察PBS课程的最大影响。我们发现，通过PBS课程可以提高学生的科学成就，但是他们对科学的态度和追求科学的计划却没有。随着专业发展，教师的CK和PCK的增加与学生科学成绩的提高有关，但与学生科学态度或计划的提高无关。但是，教师使用基于探究的特定活动的频率确实与学生科学态度和计划的改善相关。总而言之，PBS课程的成功程度似乎取决于科学职业中代表性不足的群体的学生，这取决于教师知识（CK和PCK）的要素以及教师使用与探究活动相一致的探究活动的频率。与文化相关的教学实践。

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