教师持有的关于科学探究的核心概念.pdf

JOURNAL OF RESEARCH IN SCIENCE TEACHING VOL. 44, NO. 9, PP. 1318–1347 (2007) The Influence of Core Teaching Conceptions on Teachers’ Use of Inquiry Teaching Practices 1 2 ´ 3 Christine Lotter, William S. Harwood, J. Jose Bonner 1 University of South Carolina, Instruction and Teacher Education, 820 South Main Street, Wardlaw 223, Columbia, SC 29208 2 University of Northern Iowa, Department of Chemistry and Biochemistry, Cedar Falls, IA 50614 3Indiana University, Department of Biology, Bloomington, IN 47405 Received 23 December 2005; Accepted 22 November 2006 Abstract: This article investigates three teachers’ conceptions and use of inquiry-based instructional strategies throughout a professional development program. The professional development program consisted of a 2-week summer inquiry institute and research experience in university scientists’ laboratories, as well as three academic year workshops. Insights gained from an in-depth study of these three secondary teachers resulted in a model of teacher conceptions that can be used to direct future inquiry professional development. Teachers’ conceptions of inquiry teaching were established through intensive case–study research that incorporated extensive classroom observations and interviews. Through their participation in the professional development experience, the teachers gained a deeper understanding of how to implement inquiry practices in their classrooms. The teachers gained confidence and practice with inquiry methods through developing and presenting their inst