ERIC Number: ED247092
Record Type: RIE
Publication Date: 1983-Sep
Reference Count: 0
Pedagogic Consensuality, Consensibility, and Commensurability in Chemistry Teaching.
Raizada, Karun Shanker
This study examines chemistry instruction from a perspective based primarily on John Ziman's communal knowledge model for science. Several grade 10, 11, and 12 chemistry lessons by three different teachers at three different schools were observed and audiotaped. Data were examined to demonstrate the occurrence of certain specific pedagogic tactics embodied in some metacommunicative teacher utterances within the chemistry classroom teaching/learning discourse. These tactics reflect teachers' concerns for: (1) consensuality of their discourse; (2) consensibility of their teaching utterances; (3) commonality of the frame of reference with their students; and (4) the commensurability of the subject of their teaching discourse with course requirements, curricular structure, and nature of the discipline. In addition, the study relates these four tactics to four analogous pedagogic concerns on the part of a teacher. In turn, these are developed as four constructs for use by researchers or practitioners in recasting the original "pedagogic problematic," namely, the difficulty many students experience in learning chemistry. The problem is reinterpreted from the point of view of pedagogic consensuality, consensibility, commonality of frame of reference, and commensurability. The nature of these findings is discussed, and their implications for practice and as a new focus for teacher education are outlined. (Author/JN)
Publication Type: Reports - Research; Dissertations/Theses - Masters Theses
Education Level: N/A
Authoring Institution: N/A
Identifiers: Canada; Science Education Research
Note: Master of Science Thesis, University of Calgary.