NotesFAQContact Us
Search Tips
ERIC Number: ED082948
Record Type: RIE
Publication Date: 1973
Pages: 307
Abstractor: N/A
Reference Count: 0
The Provision Made for Selected Intellectual Consequences by Science Teaching: Derivation and Application of an Analytical Scheme.
Munby, A. Hugh
A study on the intellectual consequences of science teaching in the classroom is reported in this dissertation to illustrate the importance of the views of science emerging in instruction and to produce an analytical scheme for detecting students' ability to judge knowledge claims rationally and independently of their teachers. Instrumentalism and realism were chosen as two labels of the views of science, and intellectual independence and dependence were referred to as provisions made by instances of teaching. Features were logically derived from the two views and from the philosophical analysis of teaching and epistemology to serve as the items of the scheme. Revision was made to make each item correspond with classroom speech and to increase reliability. Empirical data were collected by analyzing 14 ninth- and tenth-grade lessons and interviewing teachers. Three independent judges were requested to determine the scheme reliability. The author concluded that the significance of investigating classroom discourse for the provision of the view of science and intellectual dependence and independence was ascertained in the theoretical component of this study. The analytical scheme could be used reliably for provision assessment. Further applications of the scheme to research and teacher supervision were recommended. Included are the lessons used, interview transcriptions, scheme items, and judgements. (CC)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, University of Toronto