Teaching Evolutionary Biology: Pressures, Stress, and Coping

Autor/inn/en	Griffith, Joyce A.; Brem, Sarah K.
Titel	Teaching Evolutionary Biology: Pressures, Stress, and Coping
Quelle	In: Journal of Research in Science Teaching, 41 (2004) 8, S.791-809 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.20027
Schlagwörter	Teacher Effectiveness; Personal Narratives; Scientific Literacy; Focus Groups; Coping; Evolution; Biology; Science Instruction; Science Teachers; Stress Variables; Stress Management; Interviews; Surveys; Psychological Patterns; Controversial Issues (Course Content); Genetics; Social Influences; Knowledge Base for Teaching; Arizona + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Erlebniserzählung; Bewältigung; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Stressmanagement; Stressbewältigung; Interviewing; Interviewtechnik; Survey; Umfrage; Befragung; Controversial issues; Kontroverse; Humangenetik; Sozialer Einfluss; Teaching theory; Theory of teaching; Unterrichtstheorie
Abstract	Understanding what teachers need to be more comfortable and confident in their profession is crucial to the future of effective teachers and scientific literacy in public schools. This study focuses on the experiences of Arizona biology teachers in teaching evolution, using a clinical model of stress to identify sources of pressure, the resulting stresses, and coping strategies they employ to alleviate these stresses. We conducted focus groups, one-on-one interviews, and written surveys with 15 biology teachers from the Phoenix area. On the basis of their responses, teachers were clustered into three categories: "Conflicted," who struggle with their own beliefs and the possible impact of their teaching, "Selective," who carefully avoid difficult topics and situations, and "Scientists," who see no place for controversial social issues in their science classroom. Teachers from each group felt that they could be more effective in teaching evolution if they possessed the most up-to-date information about evolution and genomics, a safe space in which to reflect on the possible social and personal implications with their peers, and access to richer lesson plans for teaching evolution that include not only science but personal stories regarding how the lessons arose, and what problems and opportunities they created. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10