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Examining science teachers' enactment of argument-driven inquiry (ADI) instructional model
International Journal of Science Education ( IF 2.518 ) Pub Date : 2021-04-23 , DOI: 10.1080/09500693.2021.1908641
Ozden Sengul 1 , Patrick James Enderle 1 , Renee S. Schwartz 1
Affiliation  

ABSTRACT

This paper examines three in-service science teachers’ use of argument-driven inquiry (ADI) instructional model in an urban school district. We explore the basis for teachers’ adaptation of the ADI model. The data were collected through teacher interviews and classroom observations from three science teachers. Data analysis indicated that three teachers utilised the ADI model in different ways; their implementation is aligned with the intentions of the ADI model or science teachers adapted or omitted the phases of the ADI. The teachers’ practices were influenced by their personal beliefs including beliefs about teaching and learning science and students’ ability and contextual factors such as district and standards, curriculum, and testing. The study provides suggestions about science teacher education and the development of new curriculum materials.



中文翻译:

检验科学教师对论证驱动探究 (ADI) 教学模式的制定

摘要

本文考察了三名在职科学教师在城市学区使用论证驱动探究 (ADI) 教学模式。我们探索了教师适应 ADI 模型的基础。数据是通过三位科学教师的教师访谈和课堂观察收集的。数据分析表明,三位教师以不同的方式使用了ADI模型;它们的实施与 ADI 模型的意图一致,或者科学教师改编或省略了 ADI 的各个阶段。教师的实践受到他们个人信念的影响,包括对科学教学的信念以及学生的能力和环境因素,例如地区和标准、课程和测试。

更新日期:2021-04-23
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