TheimpactofteacherimplementationonstudentperformancewhenusingtheScienceWritingHeuristic..doc

均是精品，欢迎下载学习！！！ 欢迎下载百度文库资源 资料均是本人搜集 The Impact of Teacher Implementation on Student Performance When Using the Science Writing Heuristic Sozan Omar, Murat Gunel Brian Hand Center for Excellence in Science and Mathematics Education Iowa State University Paper Presented At the Annual Meeting Of The Association For Educators In Science Teaching, January 8-11, 2004 Nashville, TN, USA Address for Correspondence: somar@iastate.edu Iowa State University, Department Of Curriculum and Instruction, Center for Excellence in Science and Mathematics Education, N 157 Lagomarcino Hall, Ames, IA 50011 The Impact of Teacher Implementation on Student Performance When Using the Science Writing Heuristic Four decades after Joseph Schwab’s (1964) introduces the idea that science should be taught as an inquiry into inquiry and almost a century since John Dewey advocates classroom learning to be a student-oriented process of inquiry; yet science teachers and educators still struggle to achieve such practices in the science classroom. An inquiry goal for science education allows epistemic goals that focus on how we know what we know and why we believe it to be of better-quality than any other competing beliefs (Duschl Ellenbogen, 2002). A major deficiency of the current science educational practice is that teachers promote nothing at all, or little, to explain the rationality of science and to explain scientific thinking in their classrooms (Osborne Wellington, 2001). Because scientific knowledge is presented in such idealized form “as a pure abstract method of proceeding, decontextualized from the choices, values, and institutions which motivate and constrain our proceedings” (Lemke, 2002, p. 1), the needs emerge to change the current science teaching practice to accomplish much more than simply detailing what we know (Minstrell Van Zee, 2000; National Research Council, 2000). Educators argue that students need to be involved in forms of cla