Authoritarian Science Curriculum Standards as Barriers to Teaching and Learning: An Interpretation of Personal Experience

Autor/in	Wallace, Carolyn S.
Titel	Authoritarian Science Curriculum Standards as Barriers to Teaching and Learning: An Interpretation of Personal Experience
Quelle	In: Science Education, 96 (2012) 2, S.291-310 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.20470
Schlagwörter	Foreign Countries; Cognitive Psychology; Educational Policy; Science Education; Synthesis; Experiential Learning; Grade 10; Biology; Accountability; Neoliberalism; Educational Philosophy; Curriculum Design; Politics of Education; Epistemology; Barriers; Academic Standards; National Standards; State Standards; Discourse Analysis; Science Instruction; Science Teachers; Secondary School Teachers; Teaching Methods; Policy Analysis; Power Structure; Professional Autonomy; Science Process Skills; Science Curriculum; Georgia; New Zealand; United States + Suchen Sie Ihr Suchwort? Ausland; Kognitive Psychologie; Politics of education; Bildungspolitik; Naturwissenschaftliche Bildung; Experiental learning; Erfahrungsorientiertes Lernen; Biologie; Verantwortung; Neo-liberalism; Neoliberalismus; Bildungsphilosophie; Erziehungsphilosophie; Lehrplangestaltung; Educational policy; Erkenntnistheorie; Diskursanalyse; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Politikfeldanalyse; Berufsfreiheit; Neuseeland; USA
Abstract	This is a critical time for the science education community as we embark on the creation and implementation of new national science standards. The purpose of this essay is to offer insight into how the language of curriculum standards, including that found in state science standards in the United States over the past 15 years, has posed barriers to meaningful science teaching and learning. I synthesize research from educational policy, science education, curriculum theory, critical inquiry, and my own experiential learning from a particular case in the state of Georgia to analyze the effects of authoritarian standards language on science classroom teaching. I argue that curriculum standards based on a "content and product model" of education (A. V. Kelly, 1999), have been incongruent with research from cognitive psychology, science identity formation, language use, and science as inquiry. The final portion of the essay considers how a process-oriented set of curriculum standards, for example that found in New Zealand, could provide a more empowering epistemological foundation for classroom teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10