Research On Pre-service Science Teachers’ Scientific Epistemological Views And Dialogue Feedback In Instruction

The scientific epistemology of the science teachers will determine teachers’ scientific classroom teaching,instruct teachers’ teaching behavior,and then affect students’ scientific learning.Some studies have shown that teachers’ scientific epistemology is consistent with their scientific teaching,teaching strategies used by constructivism-oriented teachers more than traditionalism-oriented teachers tend to use richer way to promote the transformation of students’ concept.From the perspective of social constructivism,this study focuses on the relationship between teachers’ scientific epistemology and classroom dialogue feedback with 15 preservice science teachers as research samples.First of all,the level of scientific epistemology of pre-service teachers is investigated by questionnaire,the situation of the whole and each dimension is described and analyzed,and the types of personal epistemology are divided according to the score.Then,the class of each pre-service science teacher is transcribed into text,the speaker and the turn are distinguished,and identify feedback and dialogue categories for each round of the transcript against the coding framework.Determine the proportion of each teacher’s use of each strategy and determine the type of classroom for preservice science teachers in combination with student involvement in interaction.Finally,the relationship between pre-service teachers’ scientific epistemology and classroom dialogue feedback is discussed by using chi-square test.Studies have shown that:（1）The scientific epistemology of pre-service science teachers tends to be constructivism oriented;（2）The epistemology of pre-service science teachers is different in various dimensions,and they can correctly understand the uncertainty of scientific knowledge,but do not fully understand the influence of the existing theoretical basis;（3）The classroom feedback of pre-service science teachers is at a low level,and the use of strategies lacks effectiveness;（4）The teaching dialogue of pre-service science teachers is in the transitional stage from authority to dialogue;（5）The scientific epistemology of scientific teachers and classroom feedback is consistent,the more teaching theory is inclined to constructivism,the more open the classroom interaction and feedback.On the contrary,the more the teacher’s epistemology tends to traditionalism,the more limited the classroom interactive feedback.Based on the above conclusions,the researchers provide recommendations for relevant subjects:（1）Normal colleges and universities should offer courses directly related to scientific epistemology to help pre-service science teachers improve their personal epistemology.At the same time,in the teaching practice,they should pay attention to teaching effective teaching strategies and guide pre-service teachers pertinently to improve the level of classroom interaction;（2）Pre-service science teachers should pay attention to developing their own level of scientific epistemology and learn effective dialogue and feedback strategies so as to continue the dialogue between teachers and students in class,develop students’ scientific concepts and improve teaching quality.