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ERIC Number: EJ916717
Record Type: Journal
Publication Date: 2011-Mar
Pages: 19
Abstractor: As Provided
Reference Count: 77
ISBN: N/A
ISSN: ISSN-0036-8326
Taking a Closer Look at Science Teaching Orientations
Friedrichsen, Patrica; Van Driel, Jan H.; Abell, Sandra K.
Science Education, v95 n2 p358-376 Mar 2011
In this position paper, we examine the science teaching orientation component of the S. Magnusson, J. Krajcik, and H. Borko (1999) pedagogical content knowledge (PCK) model for science teaching. We trace the origin of the construct in the literature, identifying multiple definitions that have lead to ambiguity. After examining published studies using the PCK model, we identified the following methodological issues: (a) using orientations in different or unclear ways, (b) unclear or absent relationship between orientations and the other model components, (c) simply assigning teachers to one of nine categories of orientations, and (d) ignoring the overarching orientation component. To bring clarity to the literature, we propose defining science teaching orientations as a set of beliefs with the following dimensions: goals and purposes of science teaching, views of science, and beliefs about science teaching and learning. Consequently, there is a need for new instruments to elicit these dimensions. We conclude by making recommendations to address the four issues identified in the literature. (Contains 1 figure.)
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Information Analyses; Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Elementary Secondary Education; High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A