''Did Something Happen to You over the Summer?'': Tensions in Intentions for Chemistry Education

Autor/inn/en	Lewthwaite, Brian; Doyle, Tanya; Owen, Thomas
Titel	''Did Something Happen to You over the Summer?'': Tensions in Intentions for Chemistry Education
Quelle	In: Chemistry Education Research and Practice, 15 (2014) 2, S.142-155 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/c3rp00133d
Schlagwörter	Foreign Countries; Chemistry; Science Education; Science Curriculum; Teacher Attitudes; Educational Change; Science Teachers; Student Centered Learning; Curriculum Development; Statistical Significance; Secondary School Teachers; Grade 12; Faculty Development; Case Studies; Grade 11; High Schools; Canada + Suchen Sie Ihr Suchwort? Ausland; Chemie; Naturwissenschaftliche Bildung; Lehrerverhalten; Bildungsreform; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; School year 12; 12. Schuljahr; Schuljahr 12; Case study; Fallstudie; Case Study; School year 11; 11. Schuljahr; Schuljahr 11; High school; Oberschule; Kanada
Abstract	This paper examines teachers' experiences in responding to a new Chemistry curriculum in the province of Manitoba in Canada informed by a "tetrahedral" orientation (Mahaffy, 2005) as a pedagogical framework for the teaching of Chemistry. This tetrahedral orientation endorses macroscopic, microscopic, symbolic and human element teaching and learning experiences and, considering that most Chemistry teaching typically focuses on the symbolic level (Johnstone, 1991), affords a much more diversified Chemistry teacher pedagogy and student-centred learning experience. The teachers self-selected for this study were a part of a larger group of 74 participants in a five-year professional development initiative focusing on fostering the enactment of the intended Chemistry curriculum with its tetrahedral orientation. These teachers were those whose orientations to teaching were statistically significantly different from other participants, as evidenced in the "narrowing" of their teaching practice to, predominantly, a symbolic representation for their Grade 12 classes in contrast to their more diversified practice in Grade 11. Using Aoki's reference to "tensionality" (1986), the study focuses on elucidating the tensions the teachers experienced in working in the space between Chemistry "curriculum-as-planned and curriculum-as-lived". Implications of this study in relation to Chemistry education curriculum policy and practice are discussed. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01