A qualitative analysis of authentic science teaching practices of three elementary teachers
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This qualitative study explores three elementary teachers’ authentic science teaching practices. Two research questions guide the study: 1) in what ways do the elementary teachers address authenticity through their science teaching practices? and 2) how do the elementary teachers frame science in their teaching, drawing upon their pedagogical views. Employing three aspects of authenticity concern, the study discusses how teachers epistemological and pedagogical views – i.e., 1) the teachers’ epistemological views of science, 2) their epistemological views of students as knowers, and 3) their pedagogical considerations of students’ lifeworlds in their teaching – work together to frame science in their classes. The findings describe how the teachers present science differently in their classes, depending on their pedagogical views and purposes: science as a goal, tool, or context. It argues how the three interconnected conceptual aspects of ‘authenticity’ are critical in addressing authentic science education concerns. While science educators agree on the need to connect science with students’ everyday experiences, often we are left without practical understandings and pedagogical tools to make the connection in our teaching practice. This study proposes ‘authenticity’ as having multiple aspects in science teaching practice and as a viable conceptual tool for exploring ideas of connected science. It offers a conceptual framework which can help science educators to examine their practices and guide them into authentic science teaching.
Abstract
This qualitative study explores three elementary teachers’ authentic science teaching practices. Two research questions guide the study: 1) in what ways do the elementary teachers address authenticity through their science teaching practices? and 2) how do the elementary teachers frame science in their teaching, drawing upon their pedagogical views. Employing three aspects of authenticity concern, the study discusses how teachers epistemological and pedagogical views – i.e., 1) the teachers’ epistemological views of science, 2) their epistemological views of students as knowers, and 3) their pedagogical considerations of students’ lifeworlds in their teaching – work together to frame science in their classes. The findings describe how the teachers present science differently in their classes, depending on their pedagogical views and purposes: science as a goal, tool, or context. It argues how the three interconnected conceptual aspects of ‘authenticity’ are critical in addressing authentic science education concerns. While science educators agree on the need to connect science with students’ everyday experiences, often we are left without practical understandings and pedagogical tools to make the connection in our teaching practice. This study proposes ‘authenticity’ as having multiple aspects in science teaching practice and as a viable conceptual tool for exploring ideas of connected science. It offers a conceptual framework which can help science educators to examine their practices and guide them into authentic science teaching.
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