中学化学骨干教师TPACK知识的实证研究

调查了85名接受“国培计划”的中学化学骨干教师的TPACK知识的结构与水平,同时探讨了TPACK 7因子与设计思维、设计能力的关系,并测查教师的TPACK是否存在显著性的性别差异。     

国家教师资格考试制度下化学教师教育课程优化探讨

以国家教师资格考试大纲和《教师教育课程标准》为本,针对参加化学教师资格考试人群提出备考建议。以样本院校化学专业职前教师培养方案为基础,提出该学科调整课程结构,调整学科教育类课程比例,调整课程开设时间,突出理论与实践相结合;通过开设不同层次、不同内容和形式的学科教育课程,促进化学专业职前教师教育课程能与“国考”有效对接,以适应制度创新带来的新变化,提高化学教师培养的适应性和针对性。     

化学师范生“乙醇”教学中的问题与建议——基于情境创设的视角

基于课堂观察,从课的导入、乙醇的物理性质、结构、化学性质4个方面,分析了化学师范生乙醇教学中进行情境创设所存在的问题。根据对问题的剖析,提出了教学情境创设的相关建议。     

化学师范专业学生职业素养调查研究

以衡阳师范学院化学专业的学生为调查对象,对化学师范专业学生职业素养进行了调查研究.调查结果表明,化学师范专业学生敬业精神有待提高,职业规划有待明确,专业基本能力偏低,创新精神和个性意志仍待提高.针对调查结果,论文提出了相应的建议.     

Mathematics and engineering in real life through mathematical competitions

We bring out an experience of organizing mathematical competitions that can be used as a medium to motivate the student and teacher minds in new directions of thinking. This can contribute to fostering research, innovation and provide a hands-on experience of mathematical concepts with the real world. Mathematical competitions can be used to build curiosity and give an understanding of mathematical applications in real life. Participation in the competition has been classified under four broad categories. Student can showcase their findings in various forms of expression like model, poster, soft presentation, animation, live performance, art and poetry. The basic focus of the competition is on using open source computation tools and modern technology, to emphasize the relationship of mathematical concepts with engineering applications in real life.     

Rural teacher leadership in science and mathematics

This study adds to our understanding of science and mathematics teacher leadership in rural schools. Through In Vivo and Concept coding of teacher interviews, we investigated 20 secondary science and mathematics teachers' perceptions of rural teacher leadership during their participation in a three-year professional development program. As the teachers developed as teacher leaders, they broadened their focus from improving their own students' learning to sharing new knowledge learned through the program with other teachers both informally and formally. We compared our program components to the Teacher Leader Model Standards and added an emphasis on the importance of disciplinary content knowledge. We also identified patterns in science and mathematics teacher leadership that are contextually connected to teachers' instruction in rural high poverty schools. Rural teacher leadership included the importance of building strong teacher–student relationships, providing new academic opportunities for students, encouraging students' success, and building community connections.     

Influence of mentoring and professional communities on the professional development of a cohort of early career secondary mathematics and science teachers

A challenge for public schools is to successfully support and professionally develop early career teachers (ECTs) and thereby prepare them for long and successful careers in education. The purpose of this qualitative research study was to describe how the professional practices of early career science and mathematics teachers, some of whom are career changers, were influenced by their interactions with mentors and professional communities. Topics examined included the contextual elements that influenced the ECTs’ interactions with mentors and professional communities, how teachers positioned themselves within multiple professional communities, and how they perceived these experiences had influenced the development of their teaching practice. An extensive semi-structured interview of the ECTs generated data that were analyzed to identify emergent themes and patterns. The findings of this study indicated that navigating professional communities and interacting with mentors had influenced the ECTs’ decisions to adopt important components of a learner-centered approach to teaching that included engaging students in active learning processes, utilizing formative assessment, and responding to students' individual needs. These findings have implications for school policies and approaches related to supporting and professionally developing unique cohorts of ECTs.     

Characterization of curriculum materials to support NGSS-aligned engineering instruction in chemistry teaching

Curriculum materials can play a major role in shaping teachers’ thinking about instruction and content as well as serve as a support for teachers’ learning. With the inclusion of engineering in NGSS, many teachers may be turning to existing curriculum materials to help them infuse engineering into their science classroom, especially when they do not have the time or opportunity for professional development sessions. In this study, we identified a sample of curriculum materials freely available online to chemistry teachers trying to incorporate engineering in the topics of stoichiometry and/or energy, common topics in secondary chemistry curricula. Using qualitative coding methods, we examined what this sample had to offer the chemistry teachers in the way of developing their understanding of engineering and teaching it. Our findings indicate that within our sample there are limited existing curriculum materials to support teachers’ engineering incorporation into secondary chemistry, and the support for teachers varied in terms of content and usefulness across the materials. The materials provided procedural information for activities but lacked in supports for teacher learning and student development beyond the procedure. Implications for the enactment of NGSS in secondary science along with needs for curriculum development and teacher learning are discussed.     

Preservice teachers learning to teach proof through classroom implementation: Successes and challenges

Proof and reasoning are central to learning mathematics with understanding. Yet proof is seen as challenging to teach and to learn. In a capstone course for preservice teachers, we developed instructional modules that guided prospective secondary mathematics teachers (PSTs) through a cycle of learning about the logical aspects of proof, then planning and implementing lessons in secondary classrooms that integrate these aspects with traditional mathematics curriculum in the United States. In this paper we highlight our framework on mathematical knowledge for teaching proof and focus on some of the logical aspects of proof that are seen as particularly challenging (four proof themes). We analyze 60 lesson plans, video recordings of a subset of 13 enacted lessons, and the PSTs’ self- reported data to shed light on how the PSTs planned and enacted lessons that integrate these proof themes. The results provide insights into successes and challenges the PSTs encountered in this process and illustrate potential pathways for preparing PSTs to enact reasoning and proof in secondary classrooms. We also highlight the design principles for supporting the development of PSTs’ mathematical knowledge for teaching proof.     

高中化学教师微课教学能力提升需求的调查研究

对X市部分高中化学教师进行了微课教学能力提升需求的调查研究。结果表明高中化学教师学习与应用微课视频的意愿较高,但也存在着对微课概念把握不清、微课视频制作能力欠缺等问题,并就此提出培训建议。