Expert-Novice Science Teachers' Comparative Study Of Teaching Strategies In Junior Classroom

People become more concerned about the science education research. After the analysis of junior-science related documents published in the last 10 years, we found the increasing trend both in quantitative terms and perspective terms. However, there is a loophole of the researches focus on the classroom teaching. It is valuable to study science teaching in classroom since it is very important in science education. When comes to teaching strategies in science classroom, it is a fresh new point.Novice teachers and expert teachers are two teacher groups with significant differences. Comparative study between those two groups on science classroom teaching strategies shows some reference value for the growth of novice teachers. This research focuses on two dimensions named method and content-based strategies.Based on teacher interviews, seminars, sitting in on a class, as well as literature analysis on junior science teaching strategies, we design an observation tool according to method-based teaching strategies. Then take records while watching classroom videos and get the 24 observation data tables. Below follows the conclusions:(1) Novice teachers need more practice to fulfill their skills in implementation of method-based strategies. (2) Expert teachers tend to adopt one strategy as the main strategy, though no such tendency in the classroom of novice teachers.(3) Expert teachers frequently use experimental strategy than novice teachers, and novice teachers tend to experiment with video display.Case analysis revealed that expert teachers more capable of matching teaching content with cognitive structure, and showing a distinct advantage in content organization logic. Novice teachers should enhance the effectiveness of classroom teaching in those fields.Based on these studies, this paper made the following enlightenments:(1) improve the compactness and logical organization of instructional design(2) emphasize on the integration of scientific knowledge and students'cognitive competence(3) using effective process monitoring on the class...