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- 검색키워드
- 저자 : Levin Daniel Matthew (검색결과 1 건)
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Levin, Daniel Matthew University of Maryland, College Park 2008 해외박사(DDOD)
소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.
This study concerns the issue of secondary science teachers' attention. In particular, I consider if, how, and when science teachers attend to the substance of student thinking, which is called for by science education reform (NRC, 2007). Using a case study approach, and drawing on ethnographic data sources, I explore what novice and experienced secondary science teachers regularly attend to while teaching, what shapes teachers' attention, and how teachers' attention is consequential for students' science learning. I find that both novice and experienced teachers can attend to the substance of student thinking, although the institutional and social systems of school draw teachers' attention to other foci---particularly to correctness of conceptual knowledge and the vocabulary that signals correctness and "misconceptions." Furthermore, I argue that when teachers regularly attend to the substance of student thinking, they can contribute to a classroom culture that supports student inquiry. I discuss implications of this work for understanding teaching and for teacher education and professional development, and I suggest areas for future research that are motivated by these findings.
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