当前位置: X-MOL 学术Research in Science & Technological Education › 论文详情
Our official English website, www.x-mol.net, welcomes your feedback! (Note: you will need to create a separate account there.)
Science teachers’ views of creating and teaching Big Ideas of science education: experiences from Chile
Research in Science & Technological Education ( IF 1.697 ) Pub Date : 2021-05-10 , DOI: 10.1080/02635143.2021.1919868
Paulina Bravo González 1, 2 , Michael J. Reiss 2
Affiliation  

ABSTRACT

Background

There is a growing view that ‘Big Ideas of science education’ are useful for teaching science but there is not much knowledge of how teachers work with them.

Purpose

This study explores the conceptualisation and practice of the use of Big Ideas of science education by primary and secondary teachers in Chile.

Sample

A total of 63 science teachers (a purposive sample) from pre-school, primary and secondary education in Valparaíso Region in Chile participated in the study, with 38 of them answering all the questions in the research instrument and 25 answering some of them.

Design and methods

The research instrument was a questionnaire with open-ended questions.

Results

The use of Big Ideas was seen as the ‘natural way’ to teach science, mostly related to the students’ daily lives. Many of the teachers had their own understanding of Big Ideas. They were very positive about Big Ideas, seeing them as a possible way of connecting with the daily lives of students and facilitating progression in students’ learning of science. The teachers also saw Big Ideas as enabling students to work collaboratively and make links between different parts of the curriculum, helping them to understand how science works, and preferable to having to teach an overloaded science curriculum that lacks such an organising framework.

Conclusion

The teachers were more interested in their own creation and development of Big Ideas rather than simply adopting the existing, official published framework and adhering to what is said in the Chilean curriculum regarding the approach of Big Ideas. These results indicate the need to explore in-depth such varied conceptualisations of schoolteachers regarding the approach of Big Ideas. In turn, this can offer empirical insights into the way Big Ideas are treated in policy documents in Chile and elsewhere.



中文翻译:

科学教师对创造和教授科学教育大理念的看法:来自智利的经验

摘要

背景

越来越多的人认为“科学教育的大理念”对科学教学很有用,但对于教师如何与他们合作却知之甚少。

目的

本研究探讨了智利中小学教师使用科学教育大理念的概念化和实践。

样本

来自智利瓦尔帕莱索地区学前、小学和中学的 63 名科学教师(目的样本)参与了这项研究,其中 38 名回答了研究工具中的所有问题,25 名回答了部分问题。

设计与方法

研究工具是带有开放式问题的问卷。

结果

Big Ideas 的使用被视为教授科学的“自然方式”,主要与学生的日常生活有关。许多老师对大创意有自己的理解。他们对 Big Ideas 非常积极,认为它们是与学生日常生活联系起来并促进学生科学学习进步的一种可能方式。老师们还认为 Big Ideas 使学生能够协同工作并在课程的不同部分之间建立联系,帮助他们理解科学是如何运作的,并且比必须教授缺乏这种组织框架的超负荷科学课程更可取。

结论

教师们更感兴趣的是自己创造和发展 Big Ideas,而不是简单地采用现有的、官方发布的框架并坚持智利课程中关于 Big Ideas 方法的内容。这些结果表明需要深入探讨学校教师关于大创意方法的各种概念化。反过来,这可以为智利和其他地方的政策文件中对待大创意的方式提供实证见解。

更新日期:2021-05-10
down
wechat
bug