ERIC Number: ED394920
Record Type: RIE
Publication Date: 1995-Nov
Reference Count: N/A
Methods and Strategies of Exemplary Fifth Grade Teachers: Science as Preferred and Non-Preferred Subject.
Woodbury, Jacqueline M.
This research, proposing that the teacher is the pivotal component between the student receiving a mediocre science education or a dynamic science education, was designed to observe and to analyze the science teaching strategies and methods of recognized, exemplary, fifth-grade teachers. Six teachers from six different public schools in two adjacent East Tennessee county school systems were observed six times each. The sites represented a broad spectrum of the socioeconomic status of the communities in which they were located. Three of the observations were of science classes, three of another subject chosen by the teacher. Teachers also answered a questionnaire and were interviewed. Analysis of the data found that exemplary elementary teachers who did not prefer to teach science exhibited characteristics that reflected their anxiety in subject area knowledge which impeded their ability to teach effectively. The science lesson became secondary to the minutiae mandated by the textbook, instruction focused on the teacher, and the teacher held tight control over the students' behavior. The teachers who preferred to teach science exhibited characteristics that reflected their confidence in both their subject area knowledge and their pedagogical expertise. Their science lessons relied heavily on manipulatives, laboratory experiments, and connections with the students' actual lives. (Contains 11 references.) (JB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Teacher Preferences; Tennessee (East)
Note: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Biloxi, MS, November 9, 1995).