ERIC Number: ED418848
Record Type: RIE
Publication Date: 1998-Apr
Reference Count: N/A
Two Programs, Two Cultures: The Dichotomy of Science Teacher Preparation.
This paper illustrates the rivalry and dichotomy between science and teacher education programs by describing and contrasting the nature of the two cultures. The two cultures are portrayed through a series of three contrasts: (1) "Weeding Out" vs. nurturing; (2) meritocratic vs. democratic; and (3) masculine vs. feminine. Two studies describing several universities' science programs are referenced extensively for the contrasts. These include the Salish Project which researched the relationship of teacher education programs and the way new science teachers teach, and a study on why science, mathematics, and engineering undergraduate majors change majors at a higher rate than most other undergraduate majors. Both studies describe college science classrooms as places where students are lectured to, competition is fostered, and collaboration is discouraged. Little support from faculty is available or encouraged, and students in introductory science classes are discouraged from continuing science coursework through several selection techniques. In teacher education, however, instructors generally attempt to foster a classroom community by requiring collaboration and discouraging competition. Instructors encourage success for everyone. Both cultures were found to work on, at least, some level. This paper explores ways to reconcile the two cultures and improve college science teaching to reduce attrition. Contains 21 references. (PVD)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Culture of Science; Meritocracy
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998).