%0 Book Section %1 1581 %A Hollon, R. E. %A Roth, K. J. %A Anderson, C. W. %B Advances in research on reaching: Vol 2. Teachers' knowledge of subject matter as it relates to their teaching practice %D 1991 %E Brophy, J. %I JAI Press Inc. %K file-import-09-02-13 %P 145-186+ %T Science teachers' conceptions of teaching and learning %X Describe a conceptual change approach to science teaching which requires that teachers master a body of knowledge and a pattern of practice. The body of knowledge includes: an integrated conceptual understanding of the nature of science and of the particular science content to be taught, an understanding of how students think about the natural world and how they can develop integrated and useful scientific knowledge, and a knowledge of curricular goals, academic tasks, and instructional strategies which can like scientific knowledge and the students' world. The pattern of practice includes the use of this knowledge to develop curricular goals, academic tasks, classroom social environments, and instructional strategies which foster conceptual change learning. Case study data indicates that a teacher's science background influences his/her patterns of practice -- those teachers with weak backgrounds assume more of a managerial role and "teach" straight scientifc fact. Converting to conceptual change teaching is difficult for teachers, not only do they have to change theyir thinking, they have to change pattern of practice embedded in materials, the social organization of classrooms and schools etc. An example of a preservice teacher who came to adopt a conceptual change teaching framework emphasizes the importance of the environment on conceptual change teaching and the necessity for teachers to desire to change their teaching.

@incollection{1581, abstract = {Describe a conceptual change approach to science teaching which requires that teachers master a body of knowledge and a pattern of practice. The body of knowledge includes: an integrated conceptual understanding of the nature of science and of the particular science content to be taught, an understanding of how students think about the natural world and how they can develop integrated and useful scientific knowledge, and a knowledge of curricular goals, academic tasks, and instructional strategies which can like scientific knowledge and the students' world. The pattern of practice includes the use of this knowledge to develop curricular goals, academic tasks, classroom social environments, and instructional strategies which foster conceptual change learning. Case study data indicates that a teacher's science background influences his/her patterns of practice -- those teachers with weak backgrounds assume more of a managerial role and "teach" straight scientifc fact. Converting to conceptual change teaching is difficult for teachers, not only do they have to change theyir thinking, they have to change pattern of practice embedded in materials, the social organization of classrooms and schools etc. An example of a preservice teacher who came to adopt a conceptual change teaching framework emphasizes the importance of the environment on conceptual change teaching and the necessity for teachers to desire to change their teaching.}, added-at = {2009-02-24T19:22:48.000+0100}, author = {Hollon, R. E. and Roth, K. J. and Anderson, C. W.}, biburl = {https://www.bibsonomy.org/bibtex/20a2ede30b32d54c26f64ecc0a890393b/clachapelle}, booktitle = {Advances in research on reaching: Vol 2. Teachers' knowledge of subject matter as it relates to their teaching practice}, citeulike-article-id = {4045771}, editor = {Brophy, J.}, interhash = {6806fd5cf495ac051090795e1dad914c}, intrahash = {0a2ede30b32d54c26f64ecc0a890393b}, keywords = {file-import-09-02-13}, location = {Greenwich, CT}, pages = {145-186+}, posted-at = {2009-02-13 21:45:23}, priority = {2}, publisher = {JAI Press Inc.}, timestamp = {2009-02-24T19:23:10.000+0100}, title = {Science teachers' conceptions of teaching and learning}, year = 1991 }