A Study of Practical-Moral Knowledge in Science Teaching: Case Studies in Physical Science Classrooms

Autor/inn/en	Salloum, Sara; Abd-El-Khalick, Fouad
Titel	A Study of Practical-Moral Knowledge in Science Teaching: Case Studies in Physical Science Classrooms
Quelle	In: Journal of Research in Science Teaching, 47 (2010) 8, S.929-951 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.20361
Schlagwörter	Observation; Physical Sciences; Science Teachers; Case Studies; Teacher Attitudes; Science Instruction; Moral Values; Hermeneutics; Middle School Teachers; Ethnography; Interviews; Knowledge Base for Teaching; Foreign Countries; Lebanon + Suchen Sie Ihr Suchwort? Beobachtung; Natural sciences; Naturwissenschaften; Naturwissenschaft; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; Lehrerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Moral value; Ethischer Wert; Hermeneutik; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Ethnografie; Interviewing; Interviewtechnik; Teaching theory; Theory of teaching; Unterrichtstheorie; Ausland; Libanon
Abstract	This study further extends a conceptual framework that explores science teaching as a "practice" not reducible to the application of formal knowledge, but as informed by teachers' practical-moral knowledge. A hermeneutic model was developed to examine practical-moral knowledge "indirectly" by investigating teachers' commitments, interpretations, actions, and dialectic interactions between them. The study also aimed to analyze teachers' actions in terms of their interpretations and commitments as they realize "internal goods" of their practice. Ethnographic case studies of three science teachers were conducted through classroom observation, in-depth interviews and dialogues, and artifact analysis. A commitment of preparing students for national exams was common to the three teachers but was manifested differently in classroom practices. This commitment originated from interpretations about the duty of "good" teachers not "letting students and schools down". Other emergent commitments were commitments: to conceptual understandings, to "challenge" learners, and to social modeling. We present each with associated interpretations and actions. The concepts of practical wisdom (phronesis) and gap closing are used to characterize teachers' practical knowledge and its development respectively. Implications for teacher education are discussed. (Contains 5 tables, 2 figures and 6 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10