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Science Teachers in Research Labs: Expanding Conceptions of Scientific Practices
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Science Teachers in Research Labs: Expanding Conceptions of Scientific Practices. |
| 개인저자 | Chowning, Jeanne Ting. |
| 단체저자명 | University of Washington. Education. |
| 발행사항 | [S.l.]: University of Washington., 2019. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2019. |
| 형태사항 | 306 p. |
| 기본자료 저록 | Dissertations Abstracts International 81-03A. Dissertation Abstract International |
| ISBN | 9781085694742 |
| 학위논문주기 | Thesis (Ph.D.)--University of Washington, 2019. |
| 일반주기 |
Source: Dissertations Abstracts International, Volume: 81-03, Section: A.
Advisor: Bell, Philip. |
| 이용제한사항 | This item must not be sold to any third party vendors.This item must not be added to any third party search indexes. |
| 요약 | Argumentation is a central epistemic process contributing to the generation, evaluation, and application of new scientific knowledge. A key challenge for science educators and researchers is to understand how important social dimensions of argumentation, such as collaborative sense-making discourse, can be implemented in learning environments in ways that are pedagogically appropriate, responsive to the cultural assets that students bring to the classroom, and aligned to professional scientific practices. This dissertation investigates how secondary science educators learned about scientific argumentation and collaborative sense-making through participation in a professional development program at a cancer research center. It examines how their experiences in research laboratories influenced the pedagogical approaches to argumentation they used with their students. Theoretically, this research draws on sociocultural conceptual frameworks to investigate how teachers were motivated to broker key practices to the classroom, and how they positioned themselves, their students, and the discipline of science in new ways. Methodologically, this research examines the written and discursive reflections of 25 secondary science teachers as they experienced argumentation in scientific research settings and further engaged a subset of 6 teachers in collaborative autoethnography (CAE) during the subsequent school year. It also utilizes design-based research to examine how research experiences for teachers can be architected to promote an understanding of the social dimensions of argumentation and to help teachers take up equitable educational approaches that foster expansive argumentation practices in school settings. Major findings fall into three general areas. First, teachers broadened their ideas of "what counts" as argumentation after using observational scaffolds to examine the culture and discourse of scientists working in professional laboratories. Second, when teachers shifted discourse to better align with practices of professional research, they productively altered power dynamics and the cultural production of authority in the classroom. Finally, teachers grew in their interpretive power (Rosebery, Warren, Tucker-Raymond, 2016) through experiencing the research setting as learners and through the CAE process. A diffractive analysis (Haraway, 1992) revealed the importance of relationships, trust, and vulnerability in promoting rigorous classroom argumentation. Expanding teachers' views of scientific practices not only prepares them to engage students with science in ways that are more authentic to the discipline, but also helps teachers recognize and leverage the creativity and resources that students bring to their science learning. Ultimately, such pedagogical shifts can increase students' access to the social, cultural, and material aspects of science, broaden possibilities for their futures, and promote equity in science education. |
| 일반주제명 | Science education. Teacher education. Secondary education. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
