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ERIC Number: ED364427
Record Type: RIE
Publication Date: 1993
Pages: 27
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Didactic Teaching for Meaningful Understanding: A Chemistry Teacher's Story.
Lyons, Lyman L.; Freitag, Patricia K.
This case study explores the relationship between one chemistry teacher's conceptions of teaching science and his teaching practice. The teacher, Mr. Corrigan, comments on the researchers' interpretations of his thinking and practice. Mr. Corrigan exhibited a high level of disciplinary knowledge and clear views on teaching, learning, and content. His teaching focuses on laboratory work and his students' understanding of chemistry concepts, and he freely discussed his ideas of higher levels of thinking and "field trip" type experiences. Though these ideas were reflected in his practice, there were some tensions in the relationship between them and his directive teaching style and highly structured classroom and laboratory. Exploring these tensions with him revealed a pragmatic teacher thoughtfully dealing with the real world of his students and his discipline. (Author/PR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: Wisconsin Center for Education Research, Madison.
Identifiers: Project DISTIL; Teacher Thinking
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Atlanta, GA, April 1993).