首页> 外文学位 >The effects of the interaction of teachers' understanding of the nature of science, instructional strategy, and textbook on students' understanding of the nature of science.
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The effects of the interaction of teachers' understanding of the nature of science, instructional strategy, and textbook on students' understanding of the nature of science.

机译:教师对科学本质,教学策略和教科书的理解的互动对学生对科学本质的理解的影响。

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摘要

The purpose of this study was to understand and examine: (1) the effects of the interaction of teachers' understanding of the nature of science, their instructional strategies, and textbooks on students' understanding of the nature of science; (2) the instructional strategies that enhance students' understanding of the nature of science. This study incorporates the instrumentalist view of science which represents scientific knowledge as a product of human imagination and creativity that allows individuals to make inferences and construct arbitrary models to explain the behavior of physical phenomena (Munby, 1976).;Eight teachers were selected for this study with regard to three different criteria. First, the teachers' understanding of the nature of science (high or low) which was measured by the nature of scientific knowledge scale (NSKS) instrument. Second, the teachers instructional strategies (inquiry or traditional) which were identified by the instructional strategy identification form (ISIF) (developed by the researcher). Third, the use of Biological Sciences Curriculum Study (BSCS) textbook or other textbooks. Two tenth grade classes for each teacher totaling 320 students were included in the sample. The NSKS was administered to the students in the beginning and at the end of a 4-month period.;This study used a blend of quantitative and qualitative techniques which included the aforementioned instruments, participant observation, and follow-up interviews by the researcher. Based on the statistical data, two major findings were obtained. The interaction of teachers with high understanding of the nature of science who used an inquiry instructional method and the BSCS textbook were found to statistically enhance students' understanding of the nature of science. The inquiry teaching approach alone was also found to statistically enhance students' understanding of the nature of science more than the traditional teaching approach.;The qualitative data were analyzed for common themes reflecting the instrumentalist nature of science as it related to teachers' understanding of the nature of science, their instructional strategy, and textbooks. From the videotaped classroom observations, the inquiry teaching classes demonstrated that certain variables, such as the use of varied modes of presentation, frequent laboratory activities, questioning techniques, and offering students greater freedom to engage in classroom activities were found to be consistent with the instrumentalist nature of scientific knowledge and inquiry teaching approach. Teachers with high understanding of the nature of science and the BSCS classes also exhibited other variables associated with the instrumentalist view of the nature of science. Some of these variabies included: representing scientific knowledge as developmental, parsimonious, and unified processes.
机译:本研究的目的是理解和检验:(1)教师对科学本质,教学策略和教科书的互动对学生对科学本质的理解的影响; (2)增强学生对科学本质理解的教学策略。这项研究结合了工具主义的科学观点,该观点将科学知识表示为人类想象力和创造力的产物,允许个人进行推理并构建任意模型来解释物理现象的行为(Munby,1976年);为此,选择了八名教师。研究三个不同的标准。首先,通过科学知识量表(NSKS)的性质来衡量教师对科学本质(高或低)的理解。其次,通过教学策略识别表(ISIF)(由研究人员开发)确定的教师教学策略(探究式或传统式)。第三,使用生物科学课程研究(BSCS)教科书或其他教科书。样本中包括每位老师的两个十年级课程,总共320名学生。在四个月的开始和结束时对学生实施了NSKS。该研究采用了定量和定性技术的混合体,其中包括上述工具,参与者的观察以及研究者的后续访谈。基于统计数据,获得了两个主要发现。发现使用探究教学法和BSCS教科书的对科学本质有高度了解的教师之间的互动可以从统计学上增强学生对科学本质的理解。还发现仅探究式教学方法在统计学上比传统的教学方法更能增强学生对科学本质的理解。;对定性数据进行了分析,以反映反映科学的工具性的共同主题,因为这与教师对科学的理解有关。科学的本质,教学策略和教科书。从录像的课堂观察中,探究式教学班表明,某些变量,例如使用各种演示方式,频繁的实验室活动,提问技巧以及为学生提供更大的参与课堂活动的自由度,与乐器演奏家相符。科学知识和探究性教学方法的性质。对科学本质和BSCS班有很高了解的教师还表现出与工具主义对科学本质的看法有关的其他变量。其中一些变量包括:将科学知识表示为发展,简约和统一的过程。

著录项

  • 作者

    Forawi, Safian A. Said.;

  • 作者单位

    University of Massachusetts Lowell.;

  • 授予单位 University of Massachusetts Lowell.;
  • 学科 Education Sciences.
  • 学位 Ed.D.
  • 年度 1996
  • 页码 210 p.
  • 总页数 210
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

  • 入库时间 2022-08-17 11:49:15

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