探索博物馆如何支持科学教师领导者成为边界跨越者

IF 3.1 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Science & Education Pub Date : 2024-08-26 DOI:10.1002/sce.21906
Sara C. Porter, Michelle Phillips, Sarah Stallings, Ti'Era Worsley
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引用次数: 0

摘要

科学改革工作在当地的实施部分依赖于科学教师领导(STLs)来改进课堂内外的科学教学。科学专业学习资源的匮乏促使科学教师领导者作为边界跨越者,在本地范围之外寻找资源来填补这一空白。博物馆和其他非正式的科学教育中心就是科技联络员可以利用的外部实体,它们可以为当地科学教育的改进寻找资源。虽然我们知道博物馆是如何支持职前和在职科学教师的,但我们对博物馆支持科技联络员的理解还存在差距。在此,我们采用案例研究的方法,分析了以博物馆为基础的专业学习计划如何支持科技联络员,使他们能够作为边界的跨越者,获取和调整当地科学教育改革的资源。我们发现,每一位科技联络员都报告说,他们从博物馆的共享资源中受益匪浅,也从他们工作小组中的同行那里受益匪浅。我们还发现,科技联络员报告了专业学习计划中与他们的影响领域(教室或地区)以及他们小组所研究的实践问题相关的不同要素。我们讨论了以博物馆为基础的专业学习计划的每个特点是如何支持科技联络员跨越边界的,并在最后对专业学习经验的设计提出了影响和建议,以支持他们的领导工作。
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Exploring how museums can support science teacher leaders as boundary spanners
Local implementation of science reform efforts in part relies on science teacher leaders (STLs) to improve science instruction in classrooms and beyond. The lack of science‐specific professional learning resources drives STLs to act as boundary spanners to locate resources outside their local context to fill that gap. Museums and other informal science education centers are examples of external entities that STLs might leverage to locate resources for local science education improvement. While we know how museums support pre‐ and in‐service science teachers, there is a gap in our understanding related to museum support for STLs. Here, we used case study research methods to analyze how a museum‐based professional learning programme supported STLs, as boundary spanners to access and adapt resources for local science education reform efforts. We found that each STL reported benefiting from shared resources from the museum, as well as from their peers in their working groups. We also found that STLs reported on different elements of the professional learning programme related to their area of influence (classroom or district) and the problem of practice their group worked on. We discuss how each of the named features of the museum‐based professional learning programme supported boundary spanning of STLs and end with implications and recommendations for the design of professional learning experiences to support their leadership work.
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来源期刊
Science & Education
Science & Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.60
自引率
14.00%
发文量
0
期刊介绍: Science Education publishes original articles on the latest issues and trends occurring internationally in science curriculum, instruction, learning, policy and preparation of science teachers with the aim to advance our knowledge of science education theory and practice. In addition to original articles, the journal features the following special sections: -Learning : consisting of theoretical and empirical research studies on learning of science. We invite manuscripts that investigate learning and its change and growth from various lenses, including psychological, social, cognitive, sociohistorical, and affective. Studies examining the relationship of learning to teaching, the science knowledge and practices, the learners themselves, and the contexts (social, political, physical, ideological, institutional, epistemological, and cultural) are similarly welcome. -Issues and Trends : consisting primarily of analytical, interpretive, or persuasive essays on current educational, social, or philosophical issues and trends relevant to the teaching of science. This special section particularly seeks to promote informed dialogues about current issues in science education, and carefully reasoned papers representing disparate viewpoints are welcomed. Manuscripts submitted for this section may be in the form of a position paper, a polemical piece, or a creative commentary. -Science Learning in Everyday Life : consisting of analytical, interpretative, or philosophical papers regarding learning science outside of the formal classroom. Papers should investigate experiences in settings such as community, home, the Internet, after school settings, museums, and other opportunities that develop science interest, knowledge or practices across the life span. Attention to issues and factors relating to equity in science learning are especially encouraged.. -Science Teacher Education [...]
期刊最新文献
Issue Information Sustainability as Living Architecture Designing and leading justice‐centered informal STEM education: A framework for core equitable practices Reflection time and valuing science: Elementary teachers' science subject matter knowledge development during teaching experience Exploring how museums can support science teacher leaders as boundary spanners
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