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未来的化学教师在巴西的自我感知能力
Maria DAS Graças Cleophas1, Murilo S Marques2, Marcia Cristina Barbosa3
1Universidade Federal da Integração Latino-Americana, Instituto Latino Americano de Ciências da Vida e da Natureza, Av. Silvio Américo Sasdelli, 1842-Vila A, 85866-000 Foz do Iguaçu, PR, Brazil.
Anais da Academia Brasileira de Ciencias
|July 26, 2023
概括
这项研究比较了未来的化学教师.
科学领域:
- 化学教育 化学教育
- 教师培训 培训教师培训
- 教育心理学教育心理学
背景情况:
- 评估教师能力对于有效的科学教育至关重要.
- 了解自我认知的能力,为教学策略提供了信息.
- 化学教师初步培训计划需要对学员技能发展进行评估.
研究的目的:
- 为了比较未来的化学教师在巴西的自我认知能力.
- 分析性别,年龄和地区对这些能力的影响.
- 在化学教师初级培训中确定关键能力领域.
主要方法:
- 定量研究设计.量化研究设计.
- 利用教师在初始化学培训 (SPCTICT) 仪器中的自我认知能力 (21项).
- 采用探索性因素分析来确定能力维度.
主要成果:
- 确定了三个能力因素:技术知识,具体的专业知识和通用的如何行动的知识.
- 在男女教师之间发现了统计学上显著的差异.
- 这些差异特别与化学知识构建能力的自我认知有关.
结论:
- 性别影响未来化学教师在知识构建方面的自我认知能力.
- SPCTICT工具有效地衡量了关键能力领域.
- 进一步的研究应该详细探讨区域和年龄相关的差异.
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