A Substantive-Level Theory of Highly-Regarded Secondary Biology Teachers' Science Teaching Orientations
Open Access
- Author:
- Friedrichsen, Patricia Jean
- Graduate Program:
- Curriculum and Instruction
- Degree:
- Doctor of Philosophy
- Document Type:
- Dissertation
- Date of Defense:
- December 13, 2001
- Committee Members:
- Vincent Norman Lunetta, Committee Member
Carla Zembal Saul, Committee Member
Thomas M Dana, Committee Chair/Co-Chair
Heidi Appel, Committee Member - Keywords:
- science teaching orientations
grounded theory
pedagogical content knowledge - Abstract:
- Pedagogical content knowledge (PCK) has been used as a heuristic for examining a specialized knowledge base for teaching. One proposed overarching component within the PCK model for science teaching is teaching orientations, defined as teachers' knowledge and beliefs about the purposes and goals for teaching science at a particular grade level. Nine different orientations to teaching science have been identified in the science education literature, yet there are few empirical studies specifically examining science teachers' orientations. This qualitative case study re-examines science teaching orientations using grounded theory methods. The study focused on the nature and sources of the science teaching orientations held by four highly-regarded secondary biology teachers. Data collection consisted of a card-sorting task, semi-structured interviews, and classroom observations. Inductive data analysis led to the construction of a substantive-level theory of science teaching orientations. In regard to the nature of science teaching orientations, the use of central and peripheral goals, as well as the means of achieving these goals, better represents the complex nature of science teaching orientations. Although the participants were secondary biology teachers, they held more general teaching orientations than science-specific orientations. The participants held goals in the affective domain, e.g., the development of positive attitudes toward biology, as well as general schooling goals, including preparing students for college and the development of life skills. Although each participant held science content goals, these goals were not always a central component of their teaching orientation. In addition, goals and purposes shape the means that a teacher chooses, but a limited repertoire of means can also restrict the teacher’s purposes and goals. In regard to the sources of teaching orientations, participants were influenced by a multitude of factors, including prior work experiences and professional development. Professional development served as a feedback loop, as participants selected professional development that re-enforced their teaching orientation. The school context, with its perceived time constraints, was another contributing factor. The participants’ teaching orientations were strongly influenced by their daily interactions with students. The teachers’ beliefs about learners and learning were major sources of their teaching orientations. Implications are given for practice, research and policy.