ABSTRACT

This article explores how scholars have framed studies of preservice science teacher (PST) knowledge and learning over the past twelve years. We examined relevant studies between 2008 and 2020, coding them by theoretical perspective (cognitive or sociocultural), knowledge perspective (deficit or asset), and teaching level (elementary, secondary, or both) of the PSTs in the study. We found patterns between knowledge and theoretical perspective use, perspective use over time, and differences between studies of elementary and secondary level PSTs. We conclude with a proposed model of theoretical and knowledge perspectives as seen in the reviewed studies as well as further questions for the field.

摘要

本文探讨了学者们在过去 12 年中如何对职前科学教师 (PST) 知识和学习进行研究。我们检查了 2008 年至 2020 年间的相关研究，按照研究中 PST 的理论视角（认知或社会文化）、知识视角（赤字或资产）和教学水平（小学、中学或两者）对其进行编码。我们发现了知识和理论视角使用之间的模式、随时间推移的视角使用以及小学和中学 PST 研究之间的差异。我们最后提出了一个理论和知识观点的模型，如审查的研究中所见，以及该领域的进一步问题。