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ERIC Number: ED294765
Record Type: RIE
Publication Date: 1988
Pages: 44
Abstractor: N/A
Reference Count: N/A
Curriculum Translation in Secondary School Science. An Analysis of Teacher Functional Paradigms.
Crocker, Robert; And Others
The five papers in this set describe a research program designed to examine how an intended science curriculum, as described in policy documents and textbooks, is interpreted by teachers and adapted to an established pattern of classroom functioning embodied in what is called a "functional paradigm." The overall objective of the research is to explore the value of the notion of functional paradigms, describe prevailing functional paradigms in secondary science teaching, and show how such paradigms establish the boundaries of classroom functioning and influence the interpretation of curriculum. The first paper in the set outlines the theoretical framework and describes the data base. This is followed by papers on three major substantive areas derived from the analysis: (1) teacher repertoires; (2) orchestration of the setting; and (3) content coverage and evaluation. Finally, a more general outline is given of what seems to be a dominant and a secondary paradigm for science teaching. The dominant paradigm is based on the primacy of teaching content under a whole class setting. The secondary paradigm appears to be based more on the idea of science as process and requires some modification of the dominant pattern of classroom behavior. (CW)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (61st, Lake of the Ozarks, MO, April 10-13, 1988).