Negotiating Science and Engineering: An Exploratory Case Study of a Reform-Minded Science Teacher

Autor/inn/en	Guzey, S. Selcen; Ring-Whalen, Elizabeth A.
Titel	Negotiating Science and Engineering: An Exploratory Case Study of a Reform-Minded Science Teacher
Quelle	In: International Journal of Science Education, 40 (2018) 7, S.723-741 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Guzey, S. Selcen) ORCID (Ring-Whalen, Elizabeth A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2018.1445310
Schlagwörter	Case Studies; Science Teachers; Engineering Education; Integrated Curriculum; Middle School Teachers; Observation; Interviews; Instructional Innovation; Teaching Methods; Teaching Experience; Discourse Analysis; Hands on Science; Science Instruction; Qualitative Research; Ethnography; Sociolinguistics; Grade 6 + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Ingenieurausbildung; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Beobachtung; Interviewing; Interviewtechnik; Educational Innovation; Bildungsinnovation; Teaching method; Lehrmethode; Unterrichtsmethode; Diskursanalyse; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Qualitative Forschung; Ethnografie; Soziolinguistik; School year 06; 6. Schuljahr; Schuljahr 06
Abstract	Engineering has been slowly integrated into K-12 science classrooms in the United States as the result of recent science education reforms. Such changes in science teaching require that a science teacher is confident with and committed to content, practices, language, and cultures related to both science and engineering. However, from the perspective of the science teacher, this would require not only the development of knowledge and pedagogies associated with engineering, but also the construction of new identities operating within the reforms and within the context of their school. In this study, a middle school science teacher was observed and interviewed over a period of nine months to explore his experiences as he adopted new values, discourses, and practices and constructed his identity as a reform-minded science teacher. Our findings revealed that, as the teacher attempted to become a reform-minded science teacher, he constantly negotiated his professional identities--a dynamic process that created conflicts in his classroom practices. Several differences were observed between the teacher's science and engineering instruction: hands-on activities, depth and detail of content, language use, and the way the teacher positioned himself and his students with respect to science and engineering. Implications for science teacher professional development are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01