What Secondary Science Teachers Pay Attention to in the Classroom: Situating Teaching in Institutional and Social Systems
| dc.contributor.advisor | Coffey, Janet E | en_US |
| dc.contributor.author | Levin, Daniel M | en_US |
| dc.contributor.department | Curriculum and Instruction | en_US |
| dc.contributor.publisher | Digital Repository at the University of Maryland | en_US |
| dc.contributor.publisher | University of Maryland (College Park, Md.) | en_US |
| dc.date.accessioned | 2008-06-20T05:34:39Z | |
| dc.date.available | 2008-06-20T05:34:39Z | |
| dc.date.issued | 2008-04-22 | en_US |
| dc.description.abstract | This study concerns the issue of secondary science teachers' attention. In particular, I consider if, how, and when science teachers attend to the substance of student thinking, which is called for by science education reform (NRC, 2007). Using a case study approach, and drawing on ethnographic data sources, I explore what novice and experienced secondary science teachers regularly attend to while teaching, what shapes teachers' attention, and how teachers' attention is consequential for students' science learning. I find that both novice and experienced teachers can attend to the substance of student thinking, although the institutional and social systems of school draw teachers' attention to other foci--particularly to correctness of conceptual knowledge and the vocabulary that signals correctness and "misconceptions." Furthermore, I argue that when teachers regularly attend to the substance of student thinking, they can contribute to a classroom culture that supports student inquiry. I discuss implications of this work for understanding teaching and for teacher education and professional development, and I suggest areas for future research that are motivated by these findings. | en_US |
| dc.format.extent | 1577272 bytes | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | http://hdl.handle.net/1903/8103 | |
| dc.language.iso | en_US | |
| dc.subject.pqcontrolled | Education, Curriculum and Instruction | en_US |
| dc.subject.pqcontrolled | Education, Sciences | en_US |
| dc.subject.pqcontrolled | Education, Teacher Training | en_US |
| dc.subject.pquncontrolled | teachers' attention | en_US |
| dc.subject.pquncontrolled | science teaching | en_US |
| dc.subject.pquncontrolled | institutional context | en_US |
| dc.title | What Secondary Science Teachers Pay Attention to in the Classroom: Situating Teaching in Institutional and Social Systems | en_US |
| dc.type | Dissertation | en_US |
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