Cultural myths as constraints to the enacted science curriculum

Science Education

Volumn 80, Issue 2, 1996, Pages 223-241

  Tobin, Kenneth ^a   McRobbie, Campbell J ^b  

^a FLORIDA STATE UNIVERSITY   (United States)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0030533175     PISSN: 00368326     EISSN: None     Source Type: Journal    
DOI: 10.1002/(SICI)1098-237X(199604)80:2<223::AID-SCE6>3.0.CO;2-I     Document Type: Article

References (38)

1. Barthes, R. (1985). Mythologies. New York: Hill and Wang.
2. Brickhouse, N. W. (1989). The teaching of the philosophy of science in secondary classrooms: Case studies of teachers' personal theories. International Journal of Science Education, 11, 437-449.
3. Brickhouse, N. W. (1990). Teachers' beliefs about the nature of science and their relationship to classroom practice. Journal of Teacher Education, 41, 53-62.
4. Brickhouse, N. W. (1993). What counts as successful instruction? An account of a teacher's self-assessment. Science Education, 77, 115-129.
5. Brickhouse, N., & Bodner, G. M. (1992). The beginning science teacher: Classroom narratives of convictions and constraints. Journal of Research in Science Teaching, 29, 471-485.
6. Briscoe, C. (1993). Using cognitive referents in making sense of teaching: A chemistry teacher's struggle to change assessment practices. Journal of Research in Science Teaching, 30, 971-987.
7. Britzman, D. P. (1991). Practice makes practice: A critical study of learning to teach. Albany, NY: State University of New York Press.
8. Curriculum Corporation (1994a). Science - a curriculum profile for Australian schools. Carlton, Victoria: Curriculum Corporation.
9. Curriculum Corporation (1994b). A statement on science for Australian schools. Carlton, Victoria: Curriculum Corporation.
10. Deleuil, L., & Malcolm, C. (1994). Using the science profile. Carlton, Victoria: Curriculum Corporation.
11. Duschl, R., & Wright, E. (1989). A case study of high school teachers' decision making models for planning and teaching science. Journal of Research in Science Teaching, 26, 467-501.
12. Erickson, F. (1986). Qualitative research on teaching. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed.). New York: Macmillan, pp. 119-161.
13. Guba, E., & Lincoln, Y. S. (1989). Fourth generation evaluation. Beverly Hills, CA: Sage.
14. Hurd, P. D. (1993). Comment on science education research: A crisis of confidence. Journal of Research in Science Teaching, 30, 1009-1011.
15. Hurd, P. D. (1994). New minds for a new age: Prologue to modernizing the science curriculum. Science Education, 78, 103-116.
16. Johnson, M. (1987). The body in the mind. Chicago, IL: University of Chicago Press.
17. McRobbie, C. J., & Tobin, K. (1995a). Restraints to reform: The congruence of teacher and student actions in a chemistry classroom. Journal of Research in Science Teaching, 32, 373-385.
18. McRobbie, C. J., & Tobin, K. (1995b, April). The school learning environment: Place for teacher learning or a busy workplace? Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
19. McRobbie, C. J., & Tobin, K. (in press). An analysis of the learning environment in a high school chemistry classroom. International Journal of Science Education.
20. National Research Council (1994). National science education standards (Draft). Washington, DC: National Academy Press.
21. O'Loughlin, M. (1992). Rethinking science education: Beyond Piagetian constructivism toward a sociocultural model of teaching and learning. Journal of Research in Science Teaching, 29, 791-820.
22. Pitts, J. M. (1994). Personal understandings and mental models of information: A qualitative study of factors associated with the information seeking and use of adolescents. Unpublished doctoral dissertation, Florida State University, Tallahassee.
23. Powell, R. (1994). From field science to classroom science: A case study of constrained emergence in a second-career science teacher. Journal of Research in Science Teaching, 31, 273-291.
24. Rutherford, F. J., & Ahlgren, A. (1990). Science for all Americans. New York: Oxford University Press.
25. Shymansky, J. A., & Kyle, W. C., Jr. (1992). Establishing a research agenda: Critical issues of science curriculum reform. Journal of Research in Science Teaching, 29, 749-778.
26. Taylor, P. C. S. (1994, March). Establishing a critical discourse on cultural myths that shape the social reality of the science classroom. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Anaheim, CA.
27. Tobin, K. (1993a). Referents for making sense of science teaching. International Journal of Science Teaching, 15, 241-254.
28. Tobin, K. (1993b, November). Applications of qualitative and quantitative data in interpretive research. Paper presented at the International Conference on Interpretive Research in Science Education, Taipei, Republic of China.
29. Tobin, K., Briscoe, C., & Holman, J. R. (1990). Overcoming constraints to effective elementary science teaching. Science Education, 74, 409-420.
30. Tobin, K., & Espinet, M. (1989). Impediments to change: An application of peer coaching in high school science. Journal of Research in Science Teaching, 26, 105-120.
31. Tobin, K., & Espinet, M. (1990). Teachers helping teachers to improve high school mathematics teaching. School Science and Mathematics, 90, 232-244.
32. Tobin, K., Espinet, M., Byrd, S. E., & Adams, D. (1988). Alternative perspectives of effective science teaching. Science Education, 72, 433-451.
33. Tobin, K., & Fraser, B. J. (Eds) (1987). Exemplary practice in science and mathematics education. Perth, Australia: Curtin University of Technology.
34. Tobin, K., & Gallagher, J. J. (1987). What happens in high school science classrooms? Journal of Curriculum Studies, 19, 549-560.
35. Tobin, K., & Imwold, D. (1993). The mediational role of constraints in the reform of mathematics curricula. In J. A. Malone & P. C. S. Taylor (Eds.), Constructivist interpretations of teaching and learning mathematics. Perth, Australia: Curtin University Press, pp. 15-34.
36. Tobin, K., Kahle, J. B., & Fraser, B. J. (Eds). (1990). Windows into science classrooms: Problems associated with higher-level learning. London: Falmer Press.
37. Tobin, K., & LaMaster, S. (1995). Relationships between metaphors, beliefs and actions in a context of science curriculum change. Journal of Research in Science Teaching, 32, 225-242.
38. Tobin, K., Tippins, D. J., & Hook, K. S. (1994). Referents for changing a science curriculum: A case study of one teacher's change in beliefs. Science & Education, 3, 245-264.