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1.
We describe research carried out with a prospective secondary biology teacher, whom we shall call Miguel. The teacher’s conceptions of the nature of science and of learning and teaching science were analyzed and compared with his classroom practice when teaching science lessons. The data gathering procedures were interviews analyzed by means of cognitive maps and classroom observations. The results reflected Miguel’s relativist conceptions of the nature of science that were consistent with his constructivist orientation in learning and teaching. In the classroom, however, he followed a strategy of transmission of external knowledge based exclusively on teacher explanations, the students being regarded as mere passive receptors of that knowledge. Miguel’s classroom behavior was completely contrary to his conceptions, which were to reinforce the students’ alternative ideas through debate, and not by means of teacher explanation.  相似文献   

2.
This study draws upon a qualitative case study to investigate the impact of the high-stakes test environment on an elementary teacher’s identities and the influence of identity maintenance on science teaching. Drawing from social identity theory, I argue that we can gain deep insight into how and why urban elementary science teachers engage in defining and negotiating their identities in practice. In addition, we can further understand how and why science teachers of poor urban students engage in teaching decisions that accommodate school demands and students’ needs to succeed in high-stakes tests. This paper presents in-depth experiences of one elementary teacher as she negotiates her identities and teaching science in school settings that emphasize high-stakes testing. I found that a teacher’s identities generate tensions while teaching science when: (a) schools prioritize high-stakes tests as the benchmark of teacher success and student success; (b) activity-based and participatory science teaching is deemphasized; (c) science teacher of minority students identity is threatened or questioned; and (d) a teacher perceives a threat to one’s identities in the context of high stakes testing. Further, the results suggest that stronger links to identities generate more positive values in teachers, and greater possibilities for positive actions in science classrooms that support minority students’ success in science.
Bhaskar UpadhyayEmail:
Bhaskar Upadhyay   is an assistant professor of science education at the University of Minnesota, Twin Cities. His research focuses on equity and social justice issues in science education; sociocultural influences on teaching and learning of science; and issues of teaching and learning science to immigrant children and parents. He teaches courses concerning equity, diversity, social justice, and multicultural education issues in science teaching and learning.  相似文献   

3.
In research oriented universities, research and teaching are often viewed as separate. Aydeniz and Hodge present one professor’s struggles to synthesize an identity from three different spaces, each with competing values and core beliefs. As Mr. G’s story unfolds, and he reflects upon his negotiation between teaching and research responsibilities, we seek to expand the discussion by presenting a caution to identity researchers. The caution pertains to construction of understanding on how identities are created, and the role that individual stories take in how identities are created and enacted. In this forum contribution, we present several questions in the hopes of furthering the discussion on identity research, and our understanding of the conceptualization of institutional boundaries and objectivity, as well as questions on participant involvement in the process of research.  相似文献   

4.
In this case study, we examine a teacher’s journey, including reflections on teaching science, everyday classroom interaction, and their intertwined relationship. The teacher’s reflections include an awareness of being “a White middle-class born and raised teacher teaching other peoples’ children.” This awareness was enacted in the science classroom and emerges through approaches to inquiry. Our interest in Ms. Cook’s journey grew out of discussions, including both informal and semi-structured interviews, in two research projects over a three-year period. Our interest was further piqued as we analyzed videotaped classroom interaction during science lessons and discovered connections between Ms. Cook’s reflections and classroom interaction. In this article, we illustrate ways that her journey emerges as a conscientization. This, at least in part, shapes classroom interaction, which then again shapes her conscientization in a recursive, dynamic relationship. We examine her reflections on her “hegemonic (cultural and socio–economic) practices” and consider how these reflections help her reconsider such practices through analysis of classroom interaction. Analyses lead us to considering the importance of inquiry within this classroom community.
Jennifer GoldbergEmail:
Jennifer Goldberg   is an assistant professor in the Graduate School of Education and Allied Professions at Fairfield University. She received her PhD in educational research methodology from the University of California, Los Angeles. Her teaching and research focuses on the importance of teaching for social justice and the relationship between identity, talk, and interaction on student opportunities for learning. Kate Muir Welsh   is an associate professor in the University of Wyoming’s College of Education. She received her PhD in education from the University of California, Los Angeles. Kate teaches math and science methods courses to pre-service and in-service elementary teachers and graduate courses on Action Research. Her research focuses on social justice teaching. She is also Chair of the University of Wyoming’s Shepard Symposium on Social Justice.  相似文献   

5.
In teaching science, the beliefs of teachers may come into conflict and inhibit the implementation of reformed teaching practice. An experienced biology teacher, Mr. Hobbs, was found to have two different sets of epistemological beliefs while his classroom practice was predominantly teacher-centered. A case study was then performed in order to investigate the underlying issues that contributed to his classroom practice. Data sources included preliminary and follow-up interviews and classroom observations. Data analysis indicated that factors that prevented the epistemological conflict from reaching a resolution included Mr. Hobbs’ beliefs about learning, contextual teaching factors, personal experiences as a student, and views of the nature of science. The findings from this case indicate that science teachers possess complex belief systems that are not immediately obvious to either the teacher or science teacher educators, and science teacher educators need to address teacher beliefs when they encourage teachers to implement reformed teaching practices.  相似文献   

6.
Building on Christina Siry and Johaira Lara’s account of one teacher’s (Johaira’s) identity formation, we describe how our own experiences with elementary teacher candidates inform, and are informed by, this account. Chris and Johaira provide a lens that helps us consider how experiences in elementary science teacher preparation courses and in elementary classrooms impact the development of a teacher candidate’s identity as a teacher. The course taught by Chris was one in which teacher candidates encountered uncertainty and ambiguity in the teaching process. While uncertainty and ambiguity can be uncomfortable, we suggest that uncertainty and ambiguity can help teacher candidates view science teaching as a process of continuous inquiry. Concomitantly, working within a context marked by ambiguity and uncertainty can prompt teacher candidates to confront—and possibly transform—their own assumptions about students and science. We suggest that the account by Chris and Johaira illustrates the importance of providing teacher candidates with a set of experiences and theoretical tools to assist them in conceptualizing the possibilities of practice as they construct their identities as teachers.  相似文献   

7.
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8.
In this response, we attempt to clarify our position on conceptual change, state our position on mental models being a viable construct to represent learning, indicate important issues from the social cultural perspective that can inform our work on conceptual change and lastly comment on issues that we consider to be straw men. Above all we argue that there is no best theory of teaching and learning and argue for a multiple perspective approach to understanding science teaching and learning.
Reinders DuitEmail:
David F. Treagust   is a professor of science education at Curtin University of Technology in Perth, Western Australia where he teaches courses in campus-based and international programs related to teaching and learning science. His research interests include understanding students’ ideas about science concepts and how these ideas relate to conceptual change, the design of curricula and teachers’ classroom practices. Reinders Duit   is a professor of physics education at the Leibniz Institute for Science Education (IPN) at the University of Kiel, the Central Institute for Science Education Research in Germany. A major concern of his work has been teaching and learning science from conceptual change perspectives. More recently, his work includes video-based studies on the practice of science instruction as well as teacher professional development.  相似文献   

9.
Teachers’ curricular role identities are those dimensions of their professional identities concerned with the use of curriculum materials. In a previous study, we developed and tested a survey instrument designed to measure preservice elementary teachers’ development of curricular role identity for science teaching through their use of science curriculum materials. In this follow-up study, a revised version of the survey was administered to a second group of preservice elementary teachers in the same science methods course, and data were analyzed within and across years. Results from this study suggest that preservice teachers articulated important similarities and differences between the curricular role identities for science teaching they attributed to themselves and to more experienced elementary teachers. Over time, they were often able to begin to appropriate the curricular role identities for science teaching that they attributed to more experienced elementary teachers. However, findings from the second survey administration also suggest that preservice teachers’ curricular role identities for science teaching are more stable when characterized by their actual curriculum design practices than when characterized by comparative, probabilistic means. These findings have important implications for science teacher education and curriculum development, as well as the operationalization of curricular role identity in education research.  相似文献   

10.
Much research in science education has focused on the conflicts that exist between individuals' ways of knowing the world and science. We have been left without an image of the compatibility or congruency that is necessary for science to occupy a fundamental position in a person's life. In this study we argue that Keith, a Jamaican American pre-service teacher, provides us with such an image. Using narrative, we trace the development of Keith's relationship with science over time and space in order to understand how Keith has constructed an identity through science amid the larger structures and contexts that comprise his life. We believe Keith's stories of practicing science in and out of the classroom illustrate how science, while taking an essential position in his lifeworld, extends and articulates Keith's subjective stances on experience. As part of his lifeworld, Keith finds a sense of value in science that turns it into a discipline that is part of the person he both is and wants to be and the world he wants to shape as a teacher. Richard Kozoll is an assistant professor of science education at the School of Education of DePaul University. His research interests include students' identity constructs as a means to understand engagement with and participation in science and inform inclusive science teaching practices. An additional line of research includes the use of narrative in science education research. Margery Osborne is an Associate Professor in the College of Education at the University of Illinois at Urbana-Champaign. She teaches early childhood and elementary science education courses. Her research interests, located within the intersections constructed between ideas of reflective practice and research on critical and feminist pedagogy, include exploring the dynamic and complex nature of teacher knowledge.  相似文献   

11.
Every aspect of teaching, including the instructional method, the course content, and the types of assessments, is influenced by teachers’ attitudes and beliefs. Teacher education programs play an important role in the development of beliefs regarding teaching and learning. The purpose of the study was to document pre-service teachers’ views on science, scientists, and science teaching as well as the relations between these views and the offered courses over several years spent in an elementary science teacher training program. The sample consisted of 145 pre-service elementary science teachers who were being trained to teach general science to students in the 6th through 8th grades. The research design was a cross-sectional study. Three different instruments were used to collect the data, namely, the “Draw a Scientist Test”, “Draw a Science Teacher Test”, and “Students’ Views about Science” tests. The elementary science teacher training program influenced pre-service science teachers’ views about science, scientists and science teaching to different degrees. The most pronounced impact of the program was on views about science teaching. Participants’ impressions of science teaching changed from teacher-centered views to student-centered ones. In contrast, participants’ views about scientists and science did not change much. This result could be interpreted as indicating that science teacher training programs do not change views about science and scientists but do change beliefs regarding teaching science.  相似文献   

12.
John Settlage’s article—Counterstories from White Mainstream Preservice Teachers: Resisting the Master Narrative of Deficit by Default—outlines his endeavour to enable pre-service teachers to develop culturally responsive science teaching identities for resisting the master narrative of deficit thinking when confronted by the culturally different ‘other.’ Case study results are presented of the role of counterstories in enabling five pre-service teachers to overcome deficit thinking. In this forum, Philip Moore, a cultural anthropologist and university professor, deepens our understanding of the power and significance of counterstories as an educational tool for enabling students to deconstruct oppressive master narratives. Jill Slay, dean of a science faculty, examines her own master narrative about the compatibility of culturally similar academics and graduate students, and finds it lacking. But first, I introduce this scholarship with background notes on the critical paradigm and its adversary, the grand narrative of science education, following which I give an appreciative understanding of John’s pedagogical use of counterstories as a transformative strategy for multi-worldview science teacher education.  相似文献   

13.
In this article, I return to the interactions of Augusto and his teacher in an “English Learner Science” classroom in a demographically-transitioning US Midwest community (Richardson Bruna and Vann in Cult Stud Sci Educ 2:19–59, 2007) and further engage a class-first perspective to achieve two main conceptual objectives. First, I examine Augusto’s science education experience as a way of understanding processes Rouse (Towards a transnational perspective on migration: Race, class, ethnicity, and nationalism reconsidered. The New York Academy of Sciences, New York, 1992) refers to as “the disciplinary production of class-specific subjects” (p. 31). Coming from a subsistence farming community in rural Mexico to an industrialized meatpacking community in semi-rural Iowa, I describe how Augusto undergoes a change in his class identity (experiences a Class Transformation) that is not just reflected but, in fact, produced in his science class. Second, I examine the work Augusto does to resist these processes of disciplinary production as he reshapes his teacher’s instruction (promotes a class transformation) through specific transnational social capital he leverages as peer mediation. My overall goals in the article are to demonstrate the immediate relevance of a socio-historical, situated perspective to science teaching and learning and to outline domains of action for an insurgent, class-cognizant, science education practice informed by transnational social capital, like Augusto’s.  相似文献   

14.
Developing scientifically literate students who understand the socially contextualized nature of science and technology is a national focus of science education reform. Science educators’ perceptions of risks and benefits of new technologies (such as biotechnology) may shape their instructional approaches. This study examined the perceived risk of biotechnology of four groups of science educators: pre-service science teachers, in-service science teachers, biology graduate teaching assistants, and biology professors (n = 91). Data sources included a survey instrument and card sort task designed to determine the respondents’ structure of risk perception and factors contributing to this structure. The perceptions of the four educator groups were compared and contrasted along these dimensions. Results showed that the teacher groups were similar along many aspects of risk perception, but university professors were more likely to view the more subtle “gray areas” between biotechnology risks. The results are discussed in the context of understanding teacher risk perception on science pedagogical practice as well as the role of content knowledge and teaching experience on risk perception formation.  相似文献   

15.
This study documents the use of the Draw-a-Science-Teacher-Test as diagnostic tool for both preservice teacher beliefs about science teaching and science methods course effectiveness. Direct comparison of pre-course to post-course images from 50 preservice elementary teachers was undertaken using McNemar’s test. Results indicated statistically significant shifts in participants’ mental models of science teaching and learning. Post-course more students portrayed student-centered reform minded practices. The limitations of this analytical approach, the practical significance of this work, and ideas for future research in this arena are discussed.  相似文献   

16.
Using multiple theoretical frameworks, reflective writings and interviews, this study explores preservice elementary teachers’ emerging identities as science teachers and how this identity is connected to notions of critical agency and a stance toward social justice. The study addresses two central questions pertaining to preservice teachers’ conceptions as “agents of change” and how their perceptions as change agents frame their science teacher identities and understanding of teaching science in urban elementary classrooms. Their identity in the moment as elementary preservice teachers—not yet teachers—influences how they view themselves as teachers and how much agency or power they feel they have as agents of change in science classrooms. Findings suggest that science teacher education must play a more immediate, fundamental and emancipatory role in preparing preservice teachers in developing science teacher identities and a stance toward social justice.  相似文献   

17.
Adopting activity theory as a theoretical and methodological framework, this case study illustrates how a teaching and learning situation is planned and implemented over a series of nine 75-min biology classes by a high school science teacher in the context of pedagogical reform. The object of this study emerges within a favourable context of science education curricular reform in Quebec, Canada. By examining the interaction between the poles of an activity system sharing the same object, this case study illustrates how one teacher’s teaching practice is redefined and how some aspects of her teaching personality orient the ways in which she contextually mobilizes new tools and members of her school community in order to implement an awareness campaign on the risks of tanning salons.  相似文献   

18.
There are many influences on a child’s identity. Photobook technology purposefully prepared around science explorations presents a modern opportunity to repeatedly trigger memories that reinforce the “me, as scientist” viewpoint. Semi-structured interviews at 6 and 8 years of age were conducted with a child who was the subject of a photobook of everyday science activities to gain insights into his thinking about the nature of science and how he interprets his younger self participating. Interview data were recorded, transcribed and analyzed using dimensions from the previously established parameters for the nature of science. The child’s statements about his participation in the photos were matched to these dimensions to consider how he sees himself “doing science” through his early years. Preliminary findings suggest that the child recognizes elements of science and regards himself as an active participant. In both interviews, the child reinforces these views by the opportunity to revisit the experiences in the photobook. Affective components may motivate further science involvement as well: the child enjoyed the time and attention that the photos and discussion provided; the child took pride in being the subject of a book. This case study suggests that there is a fertile field of research to investigate how, for whom, and in what ways internet photobook technology may enhance a child’s developing identity as capable science explorer.  相似文献   

19.
Worldwide proliferation of pedagogical innovations creates expanding potential in the field of science education. While some teachers effectively improve students’ scientific learning, others struggle to achieve desirable student outcomes. This study explores a Taiwanese science teacher’s ability to effectively enhance her students’ science learning. The authors visited a Taipei city primary school class taught by an experienced science teacher during a 4-week unit on astronomy, with a total of eight, 90-minute periods. Research methods employed in this study included video capture of each class as well as reflective interviews with the instructor, eliciting the teacher’s reflection upon both her pedagogical choices and the perceived results of these choices. We report that the teacher successfully teaches science by creatively diverging from culturally generated educational expectations. Although the pedagogical techniques and ideas enumerated in the study are relevant specifically to Taiwan, creative cultural divergence might be replicated to improve science teaching worldwide.  相似文献   

20.
The research area of teacher narrative inquiry has identified links between the personal and professional identities of teachers. Although teacher narrative inquiry takes narrative texts as its data, insufficient attention has been given to the functions of narratives as forms of discourse that are utilized in the construction of identity. In the present study, the concept of narrative identity guided the analysis of a Chicana teacher’s personal experience narratives. The analysis of six narratives told during interviews conducted across a year’s time examined how the voices in the narratives, communicated through reported speech, represented the relational, discursive, and ideological social worlds within which the Chicana teacher’s occupational identity was shaped. The reported speech in the Chicana teacher’s narratives quoted the voices of significant Others, such as her family members and the parents of her students. The Chicana teacher’s narratives crafted her response to the tensions and challenges that these voices represented to her emerging occupational identity as a bilingual education teacher. In her narratives, the Chicana teacher also constructed continuity across the distinct phases of her occupational identity as a bilingual teacher that included transitions from college student, to novice bilingual teacher, to experienced bilingual teacher. René Galindo is an Associate Professor in the School of Education and Human Development at the University of Colorado at Denver and has a Ph.D. from The Ohio State University. His recent publications on language policy, bilingual education, and immigration politics have appeared in the Harvard Latino Law Review, The Journal of Latinos and Education, and Latino Studies.  相似文献   

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