Teaching Evolution: Narratives with a View from Three Southern Biology Teachers in the USA

Autor/inn/en	Goldston, M. Jenice; Kyzer, Peggy
Titel	Teaching Evolution: Narratives with a View from Three Southern Biology Teachers in the USA
Quelle	In: Journal of Research in Science Teaching, 46 (2009) 7, S.762-790 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
Schlagwörter	Professional Autonomy; Evolution; State Standards; Exit Examinations; Biology; Grade 10; Department Heads; Science Instruction; Teacher Attitudes; Science Teachers; Sociocultural Patterns; Interviews; Clergy; Self Concept; Textbooks; Teaching Methods; Decision Making; Controversial Issues (Course Content); Christianity; Religious Factors; Ethnography + Suchen Sie Ihr Suchwort? Berufsfreiheit; Final examination; Abschlussprüfung; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrerverhalten; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Soziokulturelle Theorie; Interviewing; Interviewtechnik; Klerus; Selbstkonzept; Textbook; Text book; Schulbuch; Lehrbuch; Teaching method; Lehrmethode; Unterrichtsmethode; Decision-making; Entscheidungsfindung; Controversial issues; Kontroverse; Christentum; Ethnografie
Abstract	This case study explored sociocultural forces that influenced three 10th grade public high school biology teachers' instructional goals, instructional acts, and identity narratives related to the teaching of evolution. Primary data included field observations of classroom instruction and teacher interviews. Secondary data included informal conversations with students, interviews with department chairs, and interviews with a Southern minister. Data were coded and analyzed resulting in categories and themes which provided insights into the sociocultural influences that gave shape to the teaching of evolution for three teachers in this southeastern state. Findings included: (a) changes in teaching identities as the teachers sought legitimacy for teaching evolution through dependency on the textbook as the authoritative knowledge, (b) socioculturally embedded lived experiences and the perceived teaching identity of each teacher that created idiosyncratic positionings related to decisions about teaching evolution, and (c) the complicatory influence of the state standards, the graduation exit examination, and teacher autonomy on teachers' decisions related to the teaching of evolution. This study revealed practical relationships between what actual practices occur when teachers include or exclude evolution within the curriculum and the liabilities and benefits of teacher autonomy related to controversial topics such as evolutionary theory. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10