A study of practical‐moral knowledge in science teaching: Case studies in physical science classrooms
Identifieur interne : 000824 ( Main/Exploration ); précédent : 000823; suivant : 000825A study of practical‐moral knowledge in science teaching: Case studies in physical science classrooms
Auteurs : Sara Salloum [États-Unis] ; Fouad Abd-El-Khalick [États-Unis]Source :
- Journal of Research in Science Teaching [ 0022-4308 ] ; 2010-10.
English descriptors
Abstract
This study further extends a conceptual framework that explores science teaching as a “practice” not reducible to the application of formal knowledge, but as informed by teachers' practical‐moral knowledge. A hermeneutic model was developed to examine practical‐moral knowledge indirectly by investigating teachers' commitments, interpretations, actions, and dialectic interactions between them. The study also aimed to analyze teachers' actions in terms of their interpretations and commitments as they realize “internal goods” of their practice. Ethnographic case studies of three science teachers were conducted through classroom observation, in‐depth interviews and dialogues, and artifact analysis. A commitment of preparing students for national exams was common to the three teachers but was manifested differently in classroom practices. This commitment originated from interpretations about the duty of “good” teachers not letting students and schools down. Other emergent commitments were commitments: to conceptual understandings, to “challenge” learners, and to social modeling. We present each with associated interpretations and actions. The concepts of practical wisdom (phronesis) and gap closing are used to characterize teachers' practical knowledge and its development respectively. Implications for teacher education are discussed. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 929–951, 2010
Url:
DOI: 10.1002/tea.20361
Affiliations:
Links toward previous steps (curation, corpus...)
- to stream Istex, to step Corpus: 000796
- to stream Istex, to step Curation: 000796
- to stream Istex, to step Checkpoint: 000623
- to stream Main, to step Merge: 000824
- to stream Main, to step Curation: 000824
Le document en format XML
<record><TEI wicri:istexFullTextTei="biblStruct"><teiHeader><fileDesc><titleStmt><title xml:lang="en">A study of practical‐moral knowledge in science teaching: Case studies in physical science classrooms</title><author><name sortKey="Salloum, Sara" sort="Salloum, Sara" uniqKey="Salloum S" first="Sara" last="Salloum">Sara Salloum</name></author><author><name sortKey="Abd L Halick, Fouad" sort="Abd L Halick, Fouad" uniqKey="Abd L Halick F" first="Fouad" last="Abd-El-Khalick">Fouad Abd-El-Khalick</name></author></titleStmt><publicationStmt><idno type="wicri:source">ISTEX</idno><idno type="RBID">ISTEX:0BB00EB283DD0AA09F1E20D3ED5620E3212A0B9C</idno><date when="2010" year="2010">2010</date><idno type="doi">10.1002/tea.20361</idno><idno type="url">https://api.istex.fr/document/0BB00EB283DD0AA09F1E20D3ED5620E3212A0B9C/fulltext/pdf</idno><idno type="wicri:Area/Istex/Corpus">000796</idno><idno type="wicri:explorRef" wicri:stream="Istex" wicri:step="Corpus" wicri:corpus="ISTEX">000796</idno><idno type="wicri:Area/Istex/Curation">000796</idno><idno type="wicri:Area/Istex/Checkpoint">000623</idno><idno type="wicri:explorRef" wicri:stream="Istex" wicri:step="Checkpoint">000623</idno><idno type="wicri:doubleKey">0022-4308:2010:Salloum S:a:study:of</idno><idno type="wicri:Area/Main/Merge">000824</idno><idno type="wicri:Area/Main/Curation">000824</idno><idno type="wicri:Area/Main/Exploration">000824</idno></publicationStmt><sourceDesc><biblStruct><analytic><title level="a" type="main" xml:lang="en">A study of practical‐moral knowledge in science teaching: Case studies in physical science classrooms</title><author><name sortKey="Salloum, Sara" sort="Salloum, Sara" uniqKey="Salloum S" first="Sara" last="Salloum">Sara Salloum</name><affiliation wicri:level="2"><country xml:lang="fr">États-Unis</country><placeName><region type="state">État de New York</region></placeName><wicri:cityArea>Department of Teaching and Learning, School of Education, Long Island University, Brooklyn Campus, I University Plaza, Brooklyn</wicri:cityArea></affiliation></author><author><name sortKey="Abd L Halick, Fouad" sort="Abd L Halick, Fouad" uniqKey="Abd L Halick F" first="Fouad" last="Abd-El-Khalick">Fouad Abd-El-Khalick</name><affiliation wicri:level="2"><country xml:lang="fr">États-Unis</country><placeName><region type="state">Illinois</region></placeName><wicri:cityArea>Department of Curriculum & Instruction, University of Illinois at Urbana‐Champaign, Champaign</wicri:cityArea></affiliation></author></analytic><monogr></monogr><series><title level="j">Journal of Research in Science Teaching</title><title level="j" type="abbrev">J. Res. Sci. Teach.</title><idno type="ISSN">0022-4308</idno><idno type="eISSN">1098-2736</idno><imprint><publisher>Wiley Subscription Services, Inc., A Wiley Company</publisher><pubPlace>Hoboken</pubPlace><date type="published" when="2010-10">2010-10</date><biblScope unit="volume">47</biblScope><biblScope unit="issue">8</biblScope><biblScope unit="page" from="929">929</biblScope><biblScope unit="page" to="951">951</biblScope></imprint><idno type="ISSN">0022-4308</idno></series><idno type="istex">0BB00EB283DD0AA09F1E20D3ED5620E3212A0B9C</idno><idno type="DOI">10.1002/tea.20361</idno><idno type="ArticleID">TEA20361</idno></biblStruct></sourceDesc><seriesStmt><idno type="ISSN">0022-4308</idno></seriesStmt></fileDesc><profileDesc><textClass><keywords scheme="KwdEn" xml:lang="en"><term>middle school science</term><term>practical knowledge</term><term>science teacher education</term><term>teacher knowledge</term></keywords></textClass><langUsage><language ident="en">en</language></langUsage></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">This study further extends a conceptual framework that explores science teaching as a “practice” not reducible to the application of formal knowledge, but as informed by teachers' practical‐moral knowledge. A hermeneutic model was developed to examine practical‐moral knowledge indirectly by investigating teachers' commitments, interpretations, actions, and dialectic interactions between them. The study also aimed to analyze teachers' actions in terms of their interpretations and commitments as they realize “internal goods” of their practice. Ethnographic case studies of three science teachers were conducted through classroom observation, in‐depth interviews and dialogues, and artifact analysis. A commitment of preparing students for national exams was common to the three teachers but was manifested differently in classroom practices. This commitment originated from interpretations about the duty of “good” teachers not letting students and schools down. Other emergent commitments were commitments: to conceptual understandings, to “challenge” learners, and to social modeling. We present each with associated interpretations and actions. The concepts of practical wisdom (phronesis) and gap closing are used to characterize teachers' practical knowledge and its development respectively. Implications for teacher education are discussed. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 929–951, 2010</div></front></TEI><affiliations><list><country><li>États-Unis</li></country><region><li>Illinois</li><li>État de New York</li></region></list><tree><country name="États-Unis"><region name="État de New York"><name sortKey="Salloum, Sara" sort="Salloum, Sara" uniqKey="Salloum S" first="Sara" last="Salloum">Sara Salloum</name></region><name sortKey="Abd L Halick, Fouad" sort="Abd L Halick, Fouad" uniqKey="Abd L Halick F" first="Fouad" last="Abd-El-Khalick">Fouad Abd-El-Khalick</name></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
EXPLOR_STEP=$WICRI_ROOT/Ticri/CIDE/explor/EpistemeV1/Data/Main/Exploration
HfdSelect -h $EXPLOR_STEP/biblio.hfd -nk 000824 | SxmlIndent | more
Ou
HfdSelect -h $EXPLOR_AREA/Data/Main/Exploration/biblio.hfd -nk 000824 | SxmlIndent | more
Pour mettre un lien sur cette page dans le réseau Wicri
{{Explor lien
|wiki= Ticri/CIDE
|area= EpistemeV1
|flux= Main
|étape= Exploration
|type= RBID
|clé= ISTEX:0BB00EB283DD0AA09F1E20D3ED5620E3212A0B9C
|texte= A study of practical‐moral knowledge in science teaching: Case studies in physical science classrooms
}}
| This area was generated with Dilib version V0.6.31. |  |