Professional scientists who pursue a teaching credential bring a great deal of background to students in a classroom, but they may have barriers to the ways they portray the field of science. This study used a multiple-case replication design to determine the role of epistemology in lesson plans of seven scientists becoming teachers. Data sources for this study included: (a) written assignment addressing student scientific epistemology at the beginning of the course, (b) fully-developed written lesson plans for a one-month period, and (c) interviews with participants three months after the course was completed. Two major types of instructional designers, schema-centered teachers and activity-centered teachers, emerged from the data. The schema-centered teachers believed teaching to be a process of developing ideas and approached lesson planning initially from a general perspective and worked to a more specific orientation. The activity centered teachers expressed the need to show students how to think about science rather than allowing students to construct their own conception, and viewed teaching knowledge about the scientific enterprise as an activity to be undertaken only at the beginning of the year.

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从科学家到教师：学生认识论在职业转换者课程计划中的作用

追求教学证书的专业科学家为课堂上的学生带来了大量背景知识，但他们在描绘科学领域的方式上可能存在障碍。本研究使用多案例复制设计来确定认识论在七位科学家成为教师的课程计划中的作用。本研究的数据来源包括：(a) 在课程开始时针对学生科学认识论的书面作业，(b) 为期一个月的完整书面课程计划，以及 (c) 三个月后对参与者的采访课程完成。从数据中出现了两种主要类型的教学设计者，即以图式为中心的教师和以活动为中心的教师。以图式为中心的教师认为教学是一个发展思想的过程，最初从一般的角度来处理课程计划，并朝着更具体的方向努力。以活动为中心的教师表达了需要向学生展示如何思考科学而不是让学生构建自己的概念，并将有关科学事业的知识教授视为一项只能在年初进行的活动。