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The Coherence Between Epistemologies and SSI Teaching
Science & Education ( IF 2.8 ) Pub Date : 2021-04-13 , DOI: 10.1007/s11191-021-00200-7
Arzu Sonmez Eryasar , Ahmet Kilinc

The purpose of the present study was to understand the nature of the link between science teachers’ epistemologies and their socioscientific issue (SSI) teaching discourse. It is important to consider this link due to the limitations of science teachers in shifting from monologic to more dialogic orientations in their teaching, despite SSI-based science education reforms in many countries. Teachers’ epistemologies are likely to contribute to the difficulties experienced in this shift. We selected three science teachers using purposive sampling procedures. Using classroom observations and follow-up constructivism-oriented interviews, we selected one non-constructivist, one moderately constructivist, and one constructivist science teacher. We then examined these teachers’ (knowledge-based and science-based) epistemologies by two semi-structured interviews. The teachers taught one SSI topic and then we conducted classroom observations. Benefiting from highly used classifications, we classified teachers’ epistemologies and discourses in the transcripts. The results showed that there were some coherences and incoherences between science teachers’ epistemologies and their SSI teaching.



中文翻译:

认识论与SSI教学的连贯性

本研究的目的是了解理科教师的认识论与其社会科学问题(SSI)教学话语之间联系的性质。尽管许多国家都基于SSI进行了科学教育改革,但由于科学教师在从单一论转向更多对话式教学方面的局限性,因此必须考虑这种联系。教师的认识论可能会加剧这种转变中遇到的困难。我们选择了三位理科教师,采用了有针对性的抽样程序。通过课堂观察和后续的针对建构主义的访谈,我们选择了一名非建构主义者,一名中等建构主义者和一名建构科学老师。然后,我们通过两次半结构化访谈对这些教师(基于知识和基于科学的)认识论进行了研究。老师讲了一个SSI主题,然后我们进行了课堂观察。得益于常用分类法,我们在成绩单中对教师的认识论和话语进行了分类。结果表明,理科教师的认识论与其SSI教学之间存在一定的连贯性和不连贯性。

更新日期:2021-04-13
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