Dichotomy in Thinking, Dilemma in Actions: Researcher and Teacher Perspectives on a Chemistry Teaching Practice

Journal of Research in Science Teaching

Volumn 34, Issue 3, 1997, Pages 239-254

  Lyons, Lyman L ^a   Freitag, Patricia K ^a   Hewson, Peter W ^a  

^a UNIVERSITY OF WISCONSIN MADISON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0346613496     PISSN: 00224308     EISSN: None     Source Type: Journal    
DOI: 10.1002/(SICI)1098-2736(199703)34:3<239::AID-TEA3>3.0.CO;2-T     Document Type: Article

References (36)

1. Atkinson, P., & Hammersley, M. (1994). Ethnography and participant observation. In N.K. Denzin & Y.S. Lincoln (Eds.), Handbook of qualitative research (pp. 248-261). Thousand Oaks, CA: Sage.
2. Bogdan, R.C., & Biklen, S.K. (1992). Qualitative research for education: An introduction to theory and methods (2nd ed.). Boston: Allyn & Bacon.
3. 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.
4. Brickhouse, N.W. (1990). Teachers' beliefs about the nature of science and their relationship to classroom practice. Journal of Teacher Education, 41, 53-62.
5. Brickhouse, N.W., & 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. (1991). The dynamic interactions among beliefs, role metaphors, and teaching practices: A case study of teacher change. Science Education, 75, 185-199.
7. 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.
8. Carlgren, I., & Lindblad, S. (1991). On teachers' practical reasoning and professional knowledge: Considering conceptions of context in teachers' thinking. Teaching and Teacher Education, 7, 507-516.
9. Carter, K. (1993). The place of story in the study of teaching and teacher education. Educational Researcher, 22, 5-12, 18.
10. Cornett, J.W., Yeotis, C., & Terwilliger, L. (1990). Teacher personal practical theories and their influence upon teacher curricular and instructional actions: A case study of a secondary science teacher. Science Education, 74, 517-529.
11. Cronin-Jones, L.L. (1991). Science teacher beliefs and their influence on curriculum implementation: Two case studies. Journal of Research in Science Teaching, 28, 235-250.
12. Duschl, R.A., & 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.
13. Easley, J.A., Jr. (1982). Naturalistic case studies exploring social-cognitive mechanisms, and some methodological issues in research on problems of teachers. Journal of Research in Science Teaching, 19, 191-203.
14. Elbaz, F. (1983). Teacher thinking: A study of practical knowledge. London: Croom Helm.
15. Erikson, F. (1986). Qualitative methods in research on teaching. In M. Wittrock (Ed.), Handbook of research on teaching (Vol. 3) (pp. 119-161). New York: Macmillan.
16. Gallagher, J.J. (1991). Prospective and practicing secondary school science teachers' knowledge and beliefs about the philosophy of science. Science Education, 75, 121-133.
17. Hewson, P.W., & Hewson, M.G. A'B. (1987). Science teachers' conceptions of teaching: Implications for teacher education. International Journal of Science Education, 9, 425-440.
18. Hewson, P.W., & Hewson, M.G. A'B. (1988). An appropriate conception of teaching science: A view from studies of science learning. Science Education, 72, 597-614.
19. Hewson, P.W., & Hewson, M.G. A'B. (1989). Analysis and use of a task for identifying conceptions of teaching science. Journal of Education for Teaching, 15, 191-209.
20. Hewson, P.W., & Hollon, R.E. (1989). Relationships among disciplinary knowledge, teachers' conceptions of teaching science, and student learning in high school biology, chemistry, and physics: A proposal to the National Science Foundation. Wisconsin Center for Education Research, Madison, WI.
21. Hewson, P.W., Kerby, H.W., & Cook. P.A. (1995). Determining the conceptions of teaching science held by experienced high school science teachers. Journal of Research in Science Teaching, 32, 503-520.
22. Hewson, P.W., & Olsen, T.P. (1994). Qualitative physics and students' ideas: A physics teacher's story. International Journal of Science Education, 16, 563-573.
23. Lantz, O., & Kass, H. (1987). Chemistry teachers' functional paradigms. Science Education, 71, 117-134.
24. Lederman, N.G., & Zeidler, D.L. (1987). Science teachers' conceptions of the nature of science: Do they really influence teaching behavior? Science Education, 71, 721-734.
25. Marland, P., & Osborne, B. (1990). Classroom theory, thinking, and action. Teaching and Teacher Education, 6, 93-109.
26. Munby, H. (1986). Metaphor in the thinking of teachers: An exploratory study. Journal of Curriculum Studies, 18, 197-209.
27. Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19, 317-328.
28. Olson, J. (1981). Teacher influence in the classroom: A context for understanding curriculum translation. Instructional Science, 10, 259-275.
29. Olson, J. (1983, April). Mr. Swift and the clock: Understanding teacher influence in the science classroom. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada.
30. Pajares, M.F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307-322.
31. Ross, E.W., Cornett, J.W., & McCutcheon, G. (1992). Teacher personal theorizing and research on curriculum and teaching. In E.W. Ross, J.W. Cornett, & G. McCutcheon (Eds.), Teacher personal theorizing: Connecting curriculum practice, theory and research (pp. 3-18). Albany, NY: State University of New York Press.
32. Schon, D.A. (1983). The reflective practitioner. New York: Basic Books.
33. 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.
34. Strauss, A., & Corbin, J. (1990). Basics of qualitative research. Newbury Park, CA: Sage
35. Tobin, K., & Jakubowski, E. (1992). The cognitive requisites for improving the performance of elementary mathematics and science teaching. In E. W. Ross, J. W. Cornett, & G. McCutcheon (Eds.), Teacher personal theorizing: Connecting curriculum practice, theory and research (pp. 161-178). Albany, NY: State University of New York Press.
36. von Glasersfeld, E. (1989). Cognition, construction of knowledge, and teaching. Synthese, 80, 121-140.