STEM Education Center, University of Minnesota, St Paul, MN 55108, USA.
CBE Life Sci Educ. 2012 Winter;11(4):413-24. doi: 10.1187/cbe.12-04-0045.
In science education, inquiry-based approaches to teaching and learning provide a framework for students to building critical-thinking and problem-solving skills. Teacher professional development has been an ongoing focus for promoting such educational reforms. However, despite a strong consensus regarding best practices for professional development, relatively little systematic research has documented classroom changes consequent to these experiences. This paper reports on the impact of sustained, multiyear professional development in a program that combined neuroscience content and knowledge of the neurobiology of learning with inquiry-based pedagogy on teachers' inquiry-based practices. Classroom observations demonstrated the value of multiyear professional development in solidifying adoption of inquiry-based practices and cultivating progressive yearly growth in the cognitive environment of impacted classrooms.
在科学教育中，基于探究的教学方法为学生提供了一个构建批判性思维和解决问题能力的框架。教师专业发展一直是推动此类教育改革的重点。然而，尽管人们对教师专业发展的最佳实践达成了强烈共识，但相对较少有系统的研究记录了这些经验所带来的课堂变化。本文报告了一项持续多年的专业发展计划对教师基于探究的实践的影响，该计划将神经科学内容和学习的神经生物学知识与基于探究的教学法相结合。课堂观察表明，多年的专业发展对于巩固基于探究的实践的采用和培养受影响课堂认知环境的逐年进步具有重要价值。
