Research On KI Course Promoting The Development Of Pre-service Science Teachers' Instructional Design Competence

Instructional Design Competence is the core of instructional ability and the key point of pre-service teacher's ability training.But according to the research,at present,the level of instructional design competence of pre-service teachers in our country is low.Under this scenario,it is helpful not only to improve the understanding of pre-service teacher's learning,but also gives some enlightenment to the practical problems in the training of pre-service teachers to pay attention to the development of pre-service teacher's instructional design competence and study the development process of pre-service teacher's instructional design competence.Knowledge Integration framework was originally proposed as a theoretical framework for teaching and learning of science disciplines.A large number of international studies have shown that using the Knowledge Integration(KI)framework can effectively promote students' scientific learning.At the same time,many studies have shown that KI framework can be used to guide the design of teachers' professional development activities.Based on that,within the theoretical guidance of KI framework,this study developed a series of courses aimed at improving the instructional design competence of pre-service science teachers,and conducted two rounds of experimental teaching research with pre-service science(biology)teachers as participants to explore: How Knowledge Integration course(KI course)can be used to promote the development of pre-service science teachers' instructional design competence.Two questions need to be answered to this purpose:Question 1: Can KI course promote the development of pre-service science teachers' instructional design competence?In addition,Question 1 can be divided into two sub-questions:(1)Can KI course promote the development of pre-service science teachers' instructional design competence effectively ?(2)What are the main aspects of promoting effect?Question 2: What is the process of KI course promoting the development of pre-service science teachers' instructional design competence?The exploration of research question needs theoretical support.Guided by the macro theory of social constructivism and inspired by situational learning theory,this study examines the interconnected model of teachers' professional development.Based on that,a spiral model was constructed for the development of pre-service science teachers' instructional design competence to explain the developing process of pre-service science teachers' instructional design competence.Therefore,two theoretical models have been used in this study to guide the research work in different dimensions: the first one is KI framework,which is the theoretical framework of pre-service science teacher training course,used to guide teacher training practice and produce practical results-KI course;the second one is Spiral model.This is a theoretical model based on literature research and empirical data,which is used to explain the process of pre-service science teachers' instructional design competence.It is the theoretical achievement of this research.Under the guidance of Design-Based Research methodology,this study adopts iterative design.In order to answer question 1,the mixed research method was used in sub-study 1 with the quasi experimental research process,and KI course was used to carry out two rounds of teaching experiments for pre-service science teachers.The content themes were photosynthesis and heat transfer in animals;the author used quantitative data and qualitative data to prove that KI course can effectively promote the development of pre-service science teachers' instructional design competence.At the same time,through the iteration of these two teaching experiments,KI course has been improved and perfected.In order to answer question 2,the qualitative research method was used in sub-study 2 to analyze the qualitative data in two rounds of teaching experiments,verify and iteratively refine the spiral model,and then a theoretical model can be constructed which can explain the development process of pre-service science teachers' instructional design competence.This study finds that the four Knowledge Integration(KI)steps concluding exciting,adding,distinguishing and reflecting,can effectively promote the development of their instructional design competence when pre-service science teachers participate in KI course,which is mainly manifested in the improvement of teaching design works-teaching plans.Besides,the spiral model shows that the dynamics process of KI courses can promote the development of personal,practical and consequence domain.It will well explain the development of instructional design competence from these three dimensions,this study has added a micro model of teacher learning to the field of science teacher education.The results of this study may have some implications for teachers' professional development practice: KI framework can be used as a framework for teachers' personal thinking,which helps teachers to integrate different knowledge into practical situations and generate integrated ideas for the development of instructional design competence;KI framework can be used as a framework for course design of teacher training to guide the design of teacher training courses,while this study generates iteratively the KI course.It can be used as a template for designing teacher training courses;the spiral model suggests that teacher growth is a complex process,and in the process of explaining teacher growth,it needs to be cross-examined from three dimensions: individual,practice and consequence.