Pathways to Teaching Science for Understanding in Diverse Schools: Merging Inquiry-Based Science and Sociocultural Constructivism with Multicultural Education

在不同学校教授理解科学的途径：将探究性科学和社会文化建构主义与多元文化教育相结合

• 批准号: 9903328
• 负责人: Susan Brown
• 金额: $ 22.38万
• 依托单位: New Mexico State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 1999
• 资助国家: 美国
• 起止时间: 1999-06-01 至 2003-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9903328&HistoricalAwards=false
• 关键词: Pathways; Teaching; Science; Understanding; Diverse

In the last twenty years, we have seen increasing evidence thatteacher education programs have little or no impact on preservice teachers'original conceptions of teaching and learning. Therefore, it is imperativethat preservice teachers are offered better opportunities to connect whatthey learn in the university context to the school context. This issue iseven more urgent in science education when one considers the calls forfinding effective ways to prepare secondary science teachers to meet theneeds of an increasingly diverse pupil population. Hence, the study proposed here seeks to explore the followingresearch questions:1. What are the difficulties cooperating and preservice teachers encounterwhile trying to implement a sociotransformative constructivist orientationin diverse middle school classrooms (i.e., an orientation that intersectsinquiry-based science teaching with sociocultural constructivism andmulticultural education)?2. In what ways does a sociotransformative constructivist orientation toteaching enhance cooperating and preservice teachers' abilities to teachscience for diversity and for understanding?3. In what ways does a sociotransformative constructivist orientation toteaching enhance pupils' attitudes toward and academic performance inscience? To explore these research questions, a three-year longitudinalstudy will be conducted, and will include three parts. The first partconsists of a two-week summer institute for twenty middle school teachers.The hands-on and minds-on activities offered at the institute will be usedto illustrate how a sociotransformative constructivist orientation can beimplemented in the classroom. The principal investigator and two masterteachers (from the local area) will offer instruction. The second part ofthe project will consist of pairing preservice teachers with the teacherswho participated in the summer workshop. By this time, the preserviceteachers would have completed a required science methods class based on thesame theoretical frameworks that guided the summer institute. The thirdpart of the project will consist of a follow-up study of the preserviceteachers after they graduate and secure teaching jobs. The new graduateswill be followed up for the first two years of teaching. Two summerconferences will be held with cooperating and novice teachers to strengthenthe on-going efforts for mentorship and professional development. Data for all stages of the study will be analyzed using anethnographic approach. Thus, cooperating and preservice science teachersand a focus group of their pupils will be visited regularly by the researchteam, and on-going in-depth interviews and classroom observations will beconducted. Some lessons will be videotaped and a variety of teacher- andstudent-produced work will be gathered to add more context andopportunities to contrast emerging themes and categories. The results of this study should enrich our understanding of how toeffectively prepare science teachers to teach for understanding inincreasingly diverse schools. Similarly, this study will add insights onhow to enhance the academic performance and attitude toward science ofdiverse middle school pupils.

在过去的二十年中，我们已经看到越来越多的证据对老师教育计划对职前教师的教学概念几乎没有影响。因此，为在大学的背景下，提供了更好的机会，将其与学校的背景联系起来，这是一个不完美的职前教师。当人们考虑呼吁呼吁二级科学教师以满足越来越多样化的学生人群时，这个问题在科学教育中更为紧迫。因此，这里提出的研究试图探讨以下研究问题：1。合作和职前教师遇到的困难是什么，试图在多元化的中学教室中实施社会化的建构主义方向（即，与社会文化建构主义和跨文化教育相交的基于基于辛基的科学教学的取向）？社会转化的建构主义取向以何种方式增强了合作和职前教师的能力，以教导多样性和理解？3。社会转化的建构主义取向以何种方式增强了学生对学业表现的态度和学业的态度？为了探讨这些研究问题，将进行三年的纵向研究，并将包括三个部分。为期两周的二十个中学老师的夏季研究所的第一部分主义者。研究所提供的动手和思维活动将被用来说明如何在教室中实现社会化建构主义方向。首席研究员和两名大师教师（来自当地）将提供指导。该项目的第二部分将包括将职前教师与参加夏季研讨会的老师配对。到这个时候，PreserviceTeachers将根据指导夏季研究所的理论框架完成必需的科学方法课程。该项目的第三部分将包括对前教者毕业并确保教学工作后的后续研究。新的毕业生将在最初两年的教学中进行跟进。将与合作和新手老师一起举行两个夏季核心，以促进持续的指导和专业发展努力。研究的所有阶段的数据将使用命名方法进行分析。因此，研究人员将定期访问合作和职前科学老师，并将定期访问他们的学生的焦点，并且将进行深入的内在访谈和课堂观察。一些课程将进行录像，并将收集各种教师和研究的作品，以添加更多的上下文和体育馆，以对比鲜明的主题和类别。这项研究的结果应该丰富我们对如何有效地准备科学教师的理解，以教导理解不知情的多样化学校。同样，这项研究将增加见解，以增强对多样中学学生科学的学业表现和态度。