ABSTRACT

How science teachers attend to key features of teaching scientific phenomena and the overlap with students’ lives is the focus of this study. Our conceptual framework is informed by work on resource pedagogies, which examines how teachers build on students’ language and stories of their lived experiences as a meaningful way to build content knowledge in a discipline. We examined 38 secondary science teachers’ instruction, then purposefully selected 3 teachers who rated highest in being responsive to students’ lived experiences in classroom discussions for an in-depth analysis. We observed 1 unit of instruction in each teacher’s classroom and conducted interviews to examine teachers’ pedagogical reasoning with students’ resources. The findings suggest responsive practices teachers used to draw on students’ lived experiences when planning and enacting phenomena-based instruction.

摘要

科学教师如何关注教学科学现象的关键特征以及与学生生活的重叠是本研究的重点。我们的概念框架基于资源教学法的工作，研究教师如何利用学生的语言和他们的生活经历故事作为建立学科内容知识的一种有意义的方式。我们检查了 38 名中学科学教师的教学，然后有目的地选择了 3 名在课堂讨论中对学生的生活经历做出反应的评价最高的教师进行深入分析。我们在每位教师的课堂上观察了 1 个教学单元，并进行了访谈，以利用学生的资源来检查教师的教学推理。