关于不丹科学教师对科学性质的看法:一个横截面研究
Karma Dorji1, Sherab Jatsho2, Pem Choden3
1Curriculum Development Centre, Royal Education Council, Shari, Post Box No 1243, Paro, 12001 Bhutan.
概括
不丹的科学教师表现出对科学的本质 (NOS) 缺乏理解. 然而,性别没有影响他们的NOS概念,而学术资格显示了一些差异.
科学领域:
- 科学教育研究科学研究教育研究
- 教师的概念 教师的概念
- 科学的自然 (NOS)
背景情况:
- 了解科学的本质 (NOS) 对于有效的科学教学至关重要.
- 调查教师对NOS的看法,为教学实践提供了洞察力.
- 不丹科学教师的NOS观点仍未得到充分探索.
研究的目的:
- 调查不丹科学教师对科学性质的看法.
- 根据性别和学术资格,识别NOS理解的潜在差异.
主要方法:
- 一个由225名不丹科学教师组成的样本参与了.
- 通过在线科学神话问卷 (MOSQ) 收集的数据.
- 统计分析包括描述性统计,独立样本t测试和单向ANOVA.
主要成果:
- 不丹的科学教师在NOS关键方面表现出相当大的缺乏清晰的理解.
- 在NOS感知中没有发现基于性别的显著差异 (p > 0.05).
- 根据学术资格 (p < 0.05),特别是研究生文凭和博士学位持有者之间,观察到NOS认知的显著差异.
结论:
- 不丹的科学教师需要加强专业发展,以提高他们对科学性质的理解.
- 学术资格,特别是更高的学位,与NOS概念的改进有关.
- 需要进一步的研究来探索影响不丹教师对NOS理解的因素.
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