Quality Teaching in Science: An Emergent Conceptual Framework

Autor/inn/en	Jordens, J. Zoe; Zepke, Nick
Titel	Quality Teaching in Science: An Emergent Conceptual Framework
Quelle	In: Research in Science Education, 49 (2019) 5, S.1415-1432 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jordens, J. Zoe)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-017-9661-z
Schlagwörter	Educational Quality; Teacher Effectiveness; Science Instruction; Intellectual Disciplines; Awards; Foreign Countries; Undergraduate Study; Models; College Faculty; Teacher Attitudes; Values; New Zealand + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Geisteswissenschaften; Award; Auszeichnung; Ausland; Grundstudium; Analogiemodell; Fakultät; Lehrerverhalten; Wertbegriff; Neuseeland
Abstract	Achieving quality in higher education is a complex task involving the interrelationship of many factors. The influence of the teacher is well established and has led to some general principles of good teaching. However, less is known about the extent that specific disciplines influence quality teaching. The purposes of the paper are to investigate how quality teaching is perceived in the sciences and from these perceptions to develop for discussion a framework for teaching practice in the sciences. A New Zealand study explored the views of national teaching excellence award winners in science on quality teaching in undergraduate science. To capture all possible views from this expert panel, a dissensus-recognising Delphi method was used together with sensitising concepts based on complexity and wickedity. The emergent conceptual framework for quality teaching in undergraduate science highlighted areas of consensus and areas where there were a variety of views. About the purposes of science and its knowledge base, there was relative consensus, but there was more variable support for values underpinning science teaching. This highlighted the complex nature of quality teaching in science. The findings suggest that, in addition to general and discipline-specific influences, individual teacher values contribute to an understanding of quality in undergraduate science teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01