Browse > Article

Articulating Science Teachers' Values and Convictions for Teaching Socioscientific Issues: Based on Essentialist Methodology  

Lee, Hyun-Ju (Ewha Womans University)
Publication Information
Journal of The Korean Association For Science Education / v.28, no.3, 2008 , pp. 253-268 More about this Journal
Abstract
This paper has two major purposes. One is to introduce the essentialist methodology as a way to articulate subjective aspects of human beings (e.g. teachers' personal values and concerns, philosophies, subjective experiences, etc.) at a deeper level. And the other is to present two portraits, as examples, of science teachers who actively address socioscientiifc issues (SSI) out of their own motivations. The primary data source was consecutive in-depth interviews with two science teachers, Jenna and Thomas, and the interviews were conducted on the basis of the principle of the "participant as ally" (Witz, 2006). The articulation based on the essentialist methodology shows that teachers' deep-rooted values and convictions often play a significant role as a personal social capital enough to expand their teaching practice (i.e. teaching SSI). Namely, this study confirms that teachers who are motivated out of their own convictions are likely to actively develop their own personal practical knowledge, and to implement particular topics or teaching strategies.
Keywords
Portraiture; portrait; essentialist methodology; socioscientific issues; SSI; science teacher; teacher inspiration; qualitative research; teacher value;
Citations & Related Records
연도 인용수 순위
  • Reference
1 American Association for the Advancement of Science. (1993). Benchmarks for science literacy. New York: Oxford University Press: Author
2 Brickhouse, N.W. (1990). Teachers' beliefs about the nature of science and their relationship to classroom practice. Journal of Teacher Education, 41(3), 53-62   DOI
3 Davis, K.S. (2003). "Change is hard": What science teachers are telling us about reform and teacher learning of innovative practices. Science Education, 87(1), 3-30   DOI   ScienceOn
4 Friedrichsen, P.M., and Dana, T.M. (2005). Substantive-level theory of highly regarded secondary biology teachers' science teaching orientations. Journal of Research in Science Teaching, 42(2), 218-44   DOI   ScienceOn
5 Goodson, I. (1991). Biography, identity, and schooling : Episodes in educational research. London; New York: Falmer Press
6 Jenkins, E.W. (2002). Linking school science education with action. In W.M. Roth and J. Desautels (eds), Science education as/for sociopolitical action, pp.17-34. New York: Peter Lang
7 Lawrence-Lightfoot, S. (1997). A view of the whole. In S. Lawrence-Lightfoot and H. J. Davis (Eds.), The art and science of portraiture. San Francisco: Jossey-Bass
8 Lincoln, Y. & Guba, E. (1985). Naturalistic inquiry. Thousand Oaks, CA: Sage
9 Ministry of Education. (1992). The 6th Korea National Curriculum Standard. Seoul:Daehan Printing and Publishing Co.
10 Witz, K.G. (2007). "Awakening to" an aspect in the other: On developing insights and concepts in qualitative research. Qualitative Inquiry, 13(2), 235-58   DOI   ScienceOn
11 Witz, K.G., Goodwin, D.R., Hart, R.S. and Thomas, H.S. (2001). An essentialist methodology in education-related research using in-depth interviews. Journal of Curriculum Studies, 33(2), 195-227   DOI
12 Connelly, F.M., and Clandinin, D.J (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2-14
13 Cho, H. and Choi, K. (1998). The necessities and current states of science education dealing with socioscientific characteristics of science. Journal of the Korean Association for Research in Science Education, 18(4), 559-570
14 Witz, K.G. and Lee, H. (in press). Science as an ideal. Journal of Curriculum Studies
15 Marble, S. (1997). Narrative visions of schooling. Teaching and Teacher Education, 13, 55-64   DOI   ScienceOn
16 Clandinin, D.J. and Connelly, F.M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco: Jossey-Bass Publishers
17 Haney, J. and McArthur, J. (2002). Four case studies of prospective science teachers' beliefs concerning constructivist teaching practices. Science Education, 86(6), 783-802   DOI   ScienceOn
18 American Association for the Advancement of Science. (1989). Science for all Americans. Washington, DC: Author
19 National Research Council. (NRC, 1996). National science education standards. Washington, D.C.; National Academic Press
20 Hansen, K.H. and Olson, J. (1996). How teachers construe curriculum integration: The Science, Technology, Society (STS) movement as Bildung. Journal of Curriculum Studies, 28(6), 669-82   DOI   ScienceOn
21 Jenkins, E.W. (1992). School science education: Toward a reconstruction. Journal of Curriculum Studies, 24(3), 229-46   DOI   ScienceOn
22 Witz, K.G. (2006). The participant as ally and essentialist portraiture. Qualitative Inquiry, 12(2), 246-68   DOI   ScienceOn
23 Lee, H. (2006). Science teachers teaching socioscientific issues (SSI): Four case studies. Unpublished dissertation, University of Illinois at Urbana-Champaign
24 Ministry of Education. (1998). The 7th Korea National Curriculum Standard. Seoul:Daehan Printing and Publishing Co.
25 Cooley, C.H. (1956). The two major works of C. H. Cooley: Social organization and human nature and the social order. Glencoe, IL: Free Press. (Original work published 1909)
26 Clandinin, D.J. and Connelly, F.M. (1994). Personal experience methods. In N.K. Denzin and Y.S. Lincoln (eds), Handbook of qualitative research, pp. 413-427. London:Sage