Field studies and teachers' paradigms : implications for the teaching of science /
| Main Author: | |
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| Other Authors: | , , |
| Format: | Thesis Book |
| Language: | English |
| Published: |
1990.
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| Subjects: | |
| Online Access: | ProQuest, Abstract Link to OAKTrust copy |
| Abstract: | Many educators have expressed, through the literature, the benefits of studying nature beyond the classroom. However, the paradigms science teachers cultivate through formal courses of study are often different than those developed from working in a field environment. A naturalistic investigation of teachers engaged in a field experience was the focus of this study in order to understand why these differences are significant. The field experience illuminated differences between the idealized textbook presentations of phenomena and the natural variability found in the field. These differences prompted teachers to better define their own paradigm of science and or where they stood along the paradigm continuum. This shift in paradigm, how they see the nature of science and the process of doing science, affected their presentation of science subjects to their students. The effect this had upon their teaching methodologies was the infusion of their own personal experience into their teaching rather than repeating a distillation of an author's text or curriculum. Teachers also included artifacts, photographic slides and specimens, from the field in their teaching presentation. Some expanded these presentations to include their colleagues at inservices and at state and regional meetings. All involved reported that they would recommend the experience to their colleagues and would encourage their students to participate in field experiences. The respondents felt that a primary experience with phenomena was the best method in which to learn science. |
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| Item Description: | Typescript (photocopy). Vita. "Major subject: Curriculum and instruction." |
| Physical Description: | viii, 154 leaves ; 29 cm |
| Bibliography: | Includes bibliographical references. |