Effective professional development programs for science teachers provide opportunities for active learning and teacher self-reflection on beliefs about science teaching, learning, and practice. One model that fosters active learning and promotes reflection is collaborative curriculum development, in which teachers work together with university facilitators to create curriculum materials. We used a two-case study design to investigate how teacher collaborative curriculum design (the first part of development, in which ideas for curriculum are created) impacted participant professional learning during a five-day summer institute. Interview or survey data were collected from 41 secondary biology teacher participants in two summer institutes. Results indicated that teachers experienced shifts in their science knowledge, beliefs about science, beliefs about science teaching and learning, and in their science teaching practice. We concluded that the curriculum design process, which can occur in a relatively short time period, can foster meaningful, task-oriented collaboration. The collaboration process provides the vehicle for active learning, where teachers can reflect on their beliefs while applying new knowledge to the classroom. Recommendations for other professional development programs along with a discussion of the program's unique philosophy are provided.
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Pub Date : 2000-01-01DOI: 10.1163/9789087903640_006
David R. Geelan
Conceptual change pedagogy has been one of the most influential research and teaching programs in science education in the past two decades. This paper argues that Kuhn's and Lakatos' schemes for the philosophy of science have been pervasive metaphors for conceptual change approaches to the learning and teaching of science, and have been used both implicitly and explicitly to provide an organising framework and justification matrix for those perspectives. It is suggested that Lakatos' model of competing 'scientific research programs' may provide a more flexible and powerful metaphor for student learning than does Kuhn's scheme of 'scientific revolutions'. The value of this metaphorical connection between the sociological processes of scientific research and the psychological processes of student learning - between the contexts in which science is conducted and those in which it is learned - is critically discussed with reference to classroom teaching practices. Finally, four alternative perspectives, based in Kelly's 'psychology of personal constructs', Van Manen's 'pedagogical thoughtfulness', Whitehead's 'living educational theory' and Polkinghorne's 'postmodern epistemology of practice' respectively, are described as a set of postmodern referents for science education.
{"title":"Sketching Some Postmodern Alternatives:Beyond Paradigms and Research Programs as Referents for Science Education","authors":"David R. Geelan","doi":"10.1163/9789087903640_006","DOIUrl":"https://doi.org/10.1163/9789087903640_006","url":null,"abstract":"Conceptual change pedagogy has been one of the most influential research and teaching programs in science education in the past two decades. This paper argues that Kuhn's and Lakatos' schemes for the philosophy of science have been pervasive metaphors for conceptual change approaches to the learning and teaching of science, and have been used both implicitly and explicitly to provide an organising framework and justification matrix for those perspectives. It is suggested that Lakatos' model of competing 'scientific research programs' may provide a more flexible and powerful metaphor for student learning than does Kuhn's scheme of 'scientific revolutions'. The value of this metaphorical connection between the sociological processes of scientific research and the psychological processes of student learning - between the contexts in which science is conducted and those in which it is learned - is critically discussed with reference to classroom teaching practices. Finally, four alternative perspectives, based in Kelly's 'psychology of personal constructs', Van Manen's 'pedagogical thoughtfulness', Whitehead's 'living educational theory' and Polkinghorne's 'postmodern epistemology of practice' respectively, are described as a set of postmodern referents for science education.","PeriodicalId":87371,"journal":{"name":"The electronic journal of science education","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2000-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82082628","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1998-01-01DOI: 10.1163/9789087903640_014
David R. Geelan, P. Taylor
In this paper, we make a case for an alternative epistemology of research based on the hermeneutic-phenomenology of Max van Manen (1990). This interpretive approach to understanding the nature of a social phenomenon involves the researcher in making explicit the meaning of a particular lived experience, and generating a pedagogical thoughtfulness in his or her readers. The aim of hermeneutic-phenomenology is to create a dialogical text which resonates with the experiences of readers while, at the same time, evoking a critical reflexivity about their own pedagogical actions.
{"title":"Writing Our Lived Experience: Beyond the (Pale) Hermeneutic?.","authors":"David R. Geelan, P. Taylor","doi":"10.1163/9789087903640_014","DOIUrl":"https://doi.org/10.1163/9789087903640_014","url":null,"abstract":"In this paper, we make a case for an alternative epistemology of research based on the hermeneutic-phenomenology of Max van Manen (1990). This interpretive approach to understanding the nature of a social phenomenon involves the researcher in making explicit the meaning of a particular lived experience, and generating a pedagogical thoughtfulness in his or her readers. The aim of hermeneutic-phenomenology is to create a dialogical text which resonates with the experiences of readers while, at the same time, evoking a critical reflexivity about their own pedagogical actions.","PeriodicalId":87371,"journal":{"name":"The electronic journal of science education","volume":"68 1","pages":"1-6"},"PeriodicalIF":0.0,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78951858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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