ABSTRACT

Using a phenomenological lens, we investigated how online curriculum resources can support secondary science teachers to explore contemporary science practices with their students. The research used a social constructivist theoretical and a hermeneutic phenomenology methodological framework to describe and interpret the teacher/participants’ experience. Seven participants teaching science to Year 7–10 students (12–15 years old) engaged in the research project, trialling selected contemporary science resources in their class. Pre and post intervention interviews were conducted with each participant along with classroom observations of one lesson to view aspects of the effectiveness of the resource, the teachers’ approach and their perceptions of student learning and engagement. Discussion focuses on how the online curriculum resources presented alternative views about science in practice to what students expect, providing an in-depth view of scientists and their research practices in varied settings. Affordances of this approach for bringing real science into the classroom and for improving student engagement and learning are considered. The findings point to the approach being potentially a productive, scalable way forward for introducing contemporary science practice into classrooms. We advocate further research investigating the potential of this type of online curriculum resource to connect students more powerfully with scientists and their practices.

摘要

使用现象学的视角，我们调查了在线课程资源如何支持中学科学教师与学生一起探索当代科学实践。该研究使用社会建构主义理论和解释学现象学方法论框架来描述和解释教师/参与者的经验。七名参与者为参与研究项目的 7-10 岁学生（12-15 岁）教授科学，在他们的班级中试用选定的当代科学资源。对每位参与者进行了干预前和干预后访谈​​以及对一节课的课堂观察，以查看资源的有效性、教师的方法以及他们对学生学习和参与的看法。讨论的重点是在线课程资源如何根据学生的期望提出关于科学实践的替代观点，深入了解科学家及其在不同环境中的研究实践。考虑了这种将真正的科学带入课堂并提高学生参与度和学习的方法的可行性。研究结果表明，该方法可能是将当代科学实践引入课堂的一种富有成效、可扩展的方法。我们提倡进一步研究调查此类在线课程资源的潜力，以更有效地将学生与科学家及其实践联系起来。考虑了这种将真正的科学带入课堂并提高学生参与度和学习的方法的可行性。研究结果表明，该方法可能是将当代科学实践引入课堂的一种富有成效、可扩展的方法。我们提倡进一步研究调查此类在线课程资源的潜力，以更有效地将学生与科学家及其实践联系起来。考虑了这种将真正的科学带入课堂并提高学生参与度和学习的方法的可行性。研究结果表明，该方法可能是将当代科学实践引入课堂的一种富有成效、可扩展的方法。我们提倡进一步研究调查此类在线课程资源的潜力，以更有效地将学生与科学家及其实践联系起来。