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An Examination of Teacher Understanding of Project Based Science as a Result of Participating in an Extended Professional Development Program: Implications for Implementation
School Science and Mathematics Pub Date : 2017-02-01 , DOI: 10.1111/ssm.12208
Gale A. Mentzer 1 , Charlene M. Czerniak 2 , Lisa Brooks 1
Affiliation  

Project-based science (PBS) aligns with national standards that assert children should learn science by actively engaging in the practices of science. Understanding and implementing PBS requires a shift in teaching practices away from one that covers primarily content to one that prompts children to conduct investigations. A common challenge to PBS implementation is a misunderstanding of the elements of PBS. Identification of these misunderstandings as well as implementation challenges could inform professional development. This case study examined 24 teachers’ understanding and implementation of PBS during participation in a consecutive three-year, comprehensive professional development program. Results provide insight as to the process they followed in the transition to implementing PBS. Measures included classroom observations, reflective interviews, and attitudinal surveys. Results showed that teachers developed the knowledge, confidence, and understanding to implement PBS but in most cases it took at least two to three years for positive results to become evident. Teachers struggled to develop adequate driving questions that provided projectfocused lessons. Other obstacles included teacher resistance to student-directed instruction, confusing inquiry-based instruction with hands-on activities, and inability to motivate students to work in collaborative teams. While challenging, over time the teachers developed the knowledge, desire, and skills to implement PBS.

中文翻译:

作为参与扩展专业发展计划的结果,对教师对基于项目的科学的理解的检查:对实施的影响

基于项目的科学 (PBS) 符合国家标准,即儿童应该通过积极参与科学实践来学习科学。理解和实施 PBS 需要将教学实践从主要涵盖内容转变为促使儿童进行调查的教学实践。PBS 实施的一个常见挑战是对 PBS 元素的误解。识别这些误解以及实施挑战可以为专业发展提供信息。本案例研究调查了 24 名教师在参与连续三年的综合专业发展计划期间对 PBS 的理解和实施。结果提供了有关他们在过渡到实施 PBS 时所遵循的过程的见解。措施包括课堂观察、反思性访谈和态度调查。结果表明,教师培养了实施 PBS 的知识、信心和理解力,但在大多数情况下,至少需要两到三年的时间才能取得明显的积极成果。教师们努力开发足够的驱动问题,以提供以项目为重点的课程。其他障碍包括教师抵制以学生为导向的教学,将探究式教学与动手活动混淆,以及无法激励学生在协作团队中工作。虽然具有挑战性,但随着时间的推移,教师培养了实施 PBS 的知识、愿望和技能。和理解实施 PBS,但在大多数情况下,至少需要两到三年的时间才能取得明显的积极成果。教师们努力开发足够的驱动问题,以提供以项目为重点的课程。其他障碍包括教师抵制以学生为导向的教学,将探究式教学与动手活动混淆,以及无法激励学生在协作团队中工作。虽然具有挑战性,但随着时间的推移,教师培养了实施 PBS 的知识、愿望和技能。和理解实施 PBS,但在大多数情况下,至少需要两到三年的时间才能取得明显的积极成果。教师们努力开发出足够的驱动问题,以提供以项目为重点的课程。其他障碍包括教师抵制以学生为导向的教学,将探究式教学与动手活动混淆,以及无法激励学生在协作团队中工作。虽然具有挑战性,但随着时间的推移,教师培养了实施 PBS 的知识、愿望和技能。
更新日期:2017-02-01
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