ERIC Number: ED404135
Record Type: RIE
Publication Date: 1994-Apr
Discontinuities in Science Teaching: A Developmental Analysis.
Warkentin, Robert W.; And Others
One direction that science education reform has taken is an investigation into the content knowledge structure, instructional beliefs, and teaching practices of middle school, high school, and college science teachers. This research study follows that same path to determine whether systematic differences exist between academic levels on these components and how such differences might be related to student disaffection with science learning. Two components are identified: (1) to examine how science teachers organize biology concepts into coherent knowledge structures; and (2) to obtain teachers' self-reports concerning their classroom practices and their beliefs about what factors affect student learning. Four major findings were: (1) qualitative differences were found between middle school and high school, as well as between high school and college teachers' conceptual understandings of the same content information; (2) middle and high school teachers report placing significantly more emphasis on supportive classroom structures such as providing frequent reviews and providing extensive feedback; (3) high school teachers report placing greater emphasis on the importance of students' behaviors and dispositions to follow directions, to be organized and prepared for class; and (4) middle and high school teachers give more worksheets and seatwork assignments during class than do college professors. Contains 20 references. (ZWH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 5-8, 1994).