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Quantitatively Investigating Inservice Elementary Teachers’ Nature of Science Views
Research in Science Education ( IF 2.469 ) Pub Date : 2021-03-12 , DOI: 10.1007/s11165-021-09993-7
Hallie S. Edgerly , Jerrid W. Kruse , Jesse L. Wilcox

Many nature of science (NOS) studies have demonstrated that teachers can improve their understandings of NOS with explicit and reflective instruction; however, the field has relied heavily on qualitative methods. Because qualitative studies can be difficult to compare across studies and contexts, our study sought to determine if a quantitative instrument, Students’ Understanding of Science and Scientific Inquiry (SUSSI) (Liang et al., 2008), could detect differences in NOS understandings that might make large studies and comparisons across studies easier. This study investigated changes in 60 elementary teachers’ NOS views during a year-long extensive science, technology, engineering, and math (STEM) professional development program designed for elementary teachers. We found four NOS constructs (Social and Cultural, Collaborative, Creative and Imagination, and Scientific Method) out of the eight on the SUSSI had an acceptable Cronbach’s alpha values and we found that quantitative assessment could detect interesting differences in participants’ NOS views from pre- to post-assessment.



中文翻译:

定量调查在职基础教师的科学观点

许多自然科学(NOS)研究表明,教师可以通过明确和反思性的教学来提高对NOS的理解。但是,该领域严重依赖定性方法。由于定性研究可能难以在研究和背景之间进行比较,因此我们的研究试图确定定量工具“学生对科学和科学探究的理解”(Liang等人,2008年)是否可以发现对NOS理解的差异,可能会使大型研究和跨研究的比较容易。这项研究调查了为期一年的针对基础教师的广泛的科学,技术,工程和数学(STEM)专业发展计划中60位基础教师的NOS观点的变化。我们发现了四个NOS构造(社会和文化,协作,

更新日期:2021-03-12
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