A longitudinal investigation of changing conceptions about teaching science and pedagogical implications of student diversity
Bibliographic Data
| ID | 21392720 |
|---|---|
| Authors | Douglas B Larkin (0000-0001-6564-0605, Department of Teaching and Learning Montclair State University Montclair New Jersey USA, corresponding author), Liz Carletta (Teacher Education and Teacher Development Program Montclair State University Montclair New Jersey USA), Sam Evans (0000-0002-2657-7436, Department of Curriculum and Instruction University of Wisconsin‐Madison Madison Wisconsin USA) |
| Year | 2022 |
| Volume | 106 |
| Issue | 2 |
| Pages | 335-363 |
| Publication date | 2022-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Science Education (JOURNAL) |
| Journal identifiers | ISSN: 0036-8326 • E-ISSN: 1098-237X |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/sce.21695 |
| OpenAlex | W4200078287 |
| Language | EN |
| Citations received | 1 |
| References cited | 81 |
This longitudinal case study investigates how one science teachers' conceptions change in one domain (assessment of science learning) but not in another (understanding the pedagogical implications of student diversity) over a period of 10 years that includes a university teacher education program and nine subsequent years of experience of classroom teaching. This article describes the case of Victor, a White and male high school physics teacher, and documents changes in his conceptions of teaching science over 10 years. This study suggests that teachers who undertake the effort to change an aspect of their practice, knowing that they will need to rethink some of their existing ideas, can be successful. Conversely, if an area of teacher knowledge is underdeveloped at the conclusion of a teacher preparation program, there is no guarantee that the situation will be ameliorated simply through years of classroom experience, even if teachers grow to feel a level of increased confidence and comfort in that domain. It also demonstrates that the opportunity to undergo conceptual change with regard to issues of student diversity is highly dependent on a science teacher's identity, personal history, and teaching contexts and experiences
Conceptual change · Diversity (politics) · Identity (music) · Longitudinal study · Mathematics education · Nature of Science · Pedagogy · Period (music) · Science education · Sociology · Teacher education · Teaching method · Diverse Educational Innovations Studies · Evaluation of Teaching Practices · Psychology · Science Education and Pedagogy
Science as Social Knowledge
The gender gap in science
Becoming (less) scientific: A longitudinal study of students' identity work from elementary to middle school science
Toward an Epistemology of Physics
Is It a Challenge or a Threat? A Dual-Process Model of Teachers' Cognition and Appraisal Processes During Conceptual Change
An “Ideology in Pieces” Approach to Studying Change in Teachers’ Sensemaking About Race, Racism, and Racial Justice
From Preparation to Practice
Everyday science learning and equity
Force concept inventory
Accommodation of a scientific conception
Challenges New Science Teachers Face
Views of nature of science questionnaire
Rethinking diversity in learning science
Effective Teacher Professional Development
Stamped from the Beginning
Critical science agency and power hierarchies
Content Learning and Identity Construction
Learning in Diversities of Structures of Social Practice
Stuart Hall
Blind Vision
Caste
From beginning teacher education to professional teaching
Behind School Doors
Teachers Are People Too
Science Achievement Gaps by Gender and Race/Ethnicity in Elementary and Middle School
If Indigenous Peoples Stand with the Sciences, Will Scientists Stand with Us
Finding Voice and Passion
Publication Manual of the American Psychological Association
It isn't no slang that can be said about this stuff
Knowledge and Teaching
Perceived Self-Efficacy in Cognitive Development and Functioning
Preparing Teachers for Culturally Diverse Schools
Content Knowledge for Teaching
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,25 |
| Citation span | 2022 - 2022 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |