Science Teaching Orientations: A substantive-level theory of highly-regarded biology teachers' teaching orientations - Couverture souple

Friedrichsen, Patricia

 
9783639013870: Science Teaching Orientations: A substantive-level theory of highly-regarded biology teachers' teaching orientations
Couverture souple
ISBN 10 : 3639013875 ISBN 13 : 9783639013870
Editeur : VDM Verlag Dr. Müller, 2009

Synopsis

Science teaching orientation, defined as a teacher¿s knowledge and beliefs about the purposes and goals for teaching science, is an overarching component within the Pedagogical Content Knowledge Model for science teaching. Due to the scarcity of empirical studies in this area, this qualitative case study examined the nature and sources of science teaching orientations held by four highly regarded secondary biology teachers. Ground theory methodology was used to inductively analyze the interview data. The findings of this study indicate that science teaching orientations are more complex than initially described in the literature. The participants¿ science teaching orientations consisted of central and peripheral goals related to general schooling, the affective domain, and subject matter. In regard to the sources of science teaching orientations, participants were strongly influenced by the classroom context and their beliefs about their students; additional influences included prior work experiences, professional development, and time constraints.

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Présentation de l'éditeur

Science teaching orientation, defined as a teacher¿s knowledge and beliefs about the purposes and goals for teaching science, is an overarching component within the Pedagogical Content Knowledge Model for science teaching. Due to the scarcity of empirical studies in this area, this qualitative case study examined the nature and sources of science teaching orientations held by four highly regarded secondary biology teachers. Ground theory methodology was used to inductively analyze the interview data. The findings of this study indicate that science teaching orientations are more complex than initially described in the literature. The participants¿ science teaching orientations consisted of central and peripheral goals related to general schooling, the affective domain, and subject matter. In regard to the sources of science teaching orientations, participants were strongly influenced by the classroom context and their beliefs about their students; additional influences included prior work experiences, professional development, and time constraints.

Biographie de l'auteur

Patricia Friedrichsen is an Associate Professor at the University of Missouri where she holds a joint appointment in the Department of Learning, Teaching & Curriculum and the Division of Biological Sciences. Pat's primary research interest is secondary science teacher learning.

Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.

Éditeur
VDM Verlag Dr. Müller
Date d'édition
2009
Langue
anglais
ISBN 10 
3639013875
ISBN 13 
9783639013870
Reliure
Broché
Nombre de pages
172
Coordonnées du fabricant
non disponible
Personne responsable
non disponible