ERIC Number: ED357953
Record Type: Non-Journal
Publication Date: 1990
Reference Count: N/A
Saying What You Know in the Science Laboratory.
Carlsen, William S.
This paper analyzes discrepant findings from research on science teacher knowledge and classroom discourse. In new science teachers' classrooms, discourse during laboratory activities differed in important ways from discourse during other types of instruction. Furthermore, teacher subject-matter knowledge had effects that were not predicted by the study's conceptual framework, a model that relates teacher knowledge to active control of discourse by the teacher. Although the discrepant findings and the conceptual framework are reconciled here, the reconciliatory process generated several questions about the underlying theoretical and methodological assumptions of research on teacher knowledge. In addition to outlining these questions and describing the effects of teacher knowledge on discourse in the laboratory, this paper suggest that methodological flexibility and attention to anomalous findings may help teacher-knowledge researchers avoid self-deception and appropriately limit the generalizability of their conclusions. (Author)
Descriptors: Biology, Classroom Communication, Communication (Thought Transfer), Discourse Analysis, Discourse Modes, Discussion (Teaching Technique), Elementary Secondary Education, Knowledge Level, Models, Science Activities, Science Education, Science Experiments, Science Instruction, Science Teachers, Teacher Behavior, Teaching Methods
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A