When "We Wish They Knew" Meets "I Want to Know"

Autor/inn/en	Smith, P. Sean; Torsiglieri, Jennifer A.; Esch, R. Keith; Pasley, Joan D.
Titel	When "We Wish They Knew" Meets "I Want to Know"
Quelle	In: International Journal of Science Education, 39 (2017) 13, S.1830-1845 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2017.1353714
Schlagwörter	Decision Making; Secondary School Teachers; Science Teachers; Student Interests; Communicable Diseases; Science Instruction; Vignettes; Biological Sciences; Biology; Secondary School Science; Teacher Surveys; Health Education; Elementary School Teachers; Middle School Teachers; Interviews + Suchen Sie Ihr Suchwort? Decision-making; Entscheidungsfindung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Studieninteresse; Contagious disease; Contagious diseases; Communicable disease; Infektionskrankheit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Abwasserbiologie; Biologie; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Elementary school; Grundschule; Volksschule; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Interviewing; Interviewtechnik
Abstract	The tension between mandated curricula and students' interests is evident throughout the history of science education. Societal expectations for student learning often lead to standards and curricula that leave little room for students to explore their own individual interests. Occasionally, however, an event can capture the interest of so many students that teachers feel compelled to respond. The Ebola outbreak of 2014 was such an event. This article discusses findings from a study of teacher decision-making; specifically, it explores how high school science teachers in the U.S. decided whether and how they should address Ebola during the 2014-2015 school year, when the Ebola outbreak in West Africa was at its peak. Approximately 2500 teachers of science responded to an online questionnaire that addressed their Ebola-specific instruction. In comparing the decisions of those who taught about Ebola and those who did not, the study found that teachers weighed various factors, in particular student interest but also curriculum standards, time, and availability of resources for teaching about Ebola. The article concludes with implications for future urgent health-related issues. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01