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ERIC Number: ED428972
Record Type: RIE
Publication Date: 1999-Mar
Pages: 13
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Controversial Biological Issues: An Exploratory Tool for Accessing Teacher Thinking in Relation to Classroom Practice.
Van Rooy, Wilhelmina S.
The research reported here focuses on the beliefs, values and attitudes of one experienced biology teacher (Teacher A) in relation to the teaching of controversial biological issues. Of specific interest is the thinking behind what this teacher conceptualizes are the possibilities and problems for the teaching of controversial issues as part of her normal biology teaching practice given the constraints with which she works. This study was part of a larger project involving four experienced biology teachers, each conceptualized as expert practitioners, who worked independently with the writer on the development, implementation and reflection of lessons addressing one specific controversial issue. Interviews were conducted with participants before each lesson, all lessons were audiotaped and stimulated recall interviews were held after each lesson. Discussion of controversial issues, the nature of their controversy and the practicalities of biology lessons which addressed controversial issues were used as tools for accessing teachers' thinking in relation to classroom practice. Analysis of interviews and classroom discourse lead to the identification of four common propositional themes wherein were located specific propositions for each teacher. This paper details these themes, the propositions pertaining to Teacher A and identifies a set of variables within which this teacher works. (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
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 (72nd, Boston, MA, March 28-31, 1999).