Getting to a Good Place with Science Instruction: Rethinking an Appropriate Conception of Teaching Science

Autor/in	Larkin, Douglas B.
Titel	Getting to a Good Place with Science Instruction: Rethinking an Appropriate Conception of Teaching Science
Quelle	In: Science Education, 106 (2022) 5, S.1054-1070 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Larkin, Douglas B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21742
Schlagwörter	Stellungnahme; Science Instruction; Educational Change; Educational History; Teaching Methods + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Bildungsreform; History of education; Bildungsgeschichte; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This essay opens with a question about what science teaching would look like in a world where categorical seams of human diversity were not probabilistic determinants of science learning. After revisiting Hewson and Hewson's description of an "appropriate conception of science teaching," I detail the ways in which the field of science education has advanced in the decades since that article's publication. Drawing upon Cohen's notion of teaching as an "impossible profession," I highlight how conceptions of science teaching compete with other popular models of teaching and learning science. Fenstermacher and Richardson's distinction between "successful teaching," and "good teaching" is then presented to demonstrate that even science teaching that is considered successful and good remains embedded in a constrained system where well-regarded classroom practices may still lead to accumulated negative consequences. The essay ends with a discussion of complexity and recursiveness in science teaching, an argument for science teaching that includes embedded understandings of that teaching and learning on the part of the students themselves, and suggestions for a revised conception of science teaching. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01