Student Science Teachers Constructing Practical Knowledge from Inservice Science Supervisors' Stories

1999 ◽  
Vol 10 (3) ◽  
pp. 235-245 ◽  
Author(s):  
June Trop Zuckerman
Keyword(s):  
Science Teachers ◽  
Practical Knowledge ◽  
Science Supervisors

scholarly journals Teaching and learning about food and nutrition through science education in Brazilian schools: an intersection of knowledge

2014 ◽  
Vol 19 (9) ◽  
pp. 3915-3924 ◽  
Author(s):  
Carolina Netto Rangel ◽  
Rebecca Nunn ◽  
Fernanda Dysarz ◽  
Elizabete Silva ◽  
Alexandre Brasil Fonseca
Keyword(s):  
Nutrition Education ◽  
Science Teachers ◽  
Health Professionals ◽  
Teaching And Learning ◽  
Practical Knowledge ◽  
Structured Interviews ◽  
School Activities ◽  
Research Fields ◽  
Food And Nutrition ◽  
Official Curriculum

Science teachers are the main professionals in schools who address health-related subjects, though food and nutrition education (FNE) projects are mainly planned by health professionals, especially nutritionists. The objective of this study is to create a transdisciplinary approximation between scientific research fields and practical fields from the analysis of an integrated case study conducted in Brazilian schools. In 2011, 10 days of observation were programmed in six schools in five cities. Semi-structured interviews were carried out with different social actors and data was analyzed using the complex thinking theory and the bricolage method of educational research. Planting of vegetable gardens or projects to improve table manners during mealtimes were identified in the schools. The results describe educational approaches used by science teachers to include FNE in school activities, even when not described in the official curriculum. Health professionals can identify actions to support health education in schools starting with that already undertaken by science teachers. The successful initiatives also involved professionals with practical knowledge and experience of life.

Multiple Perspectives for the Study of Teaching

2013 ◽  
pp. 27-51 ◽  
Author(s):  
Sara Salloum
Keyword(s):  
Teacher Education ◽  
Science Education ◽  
Teacher Knowledge ◽  
Science Teachers ◽  
Teacher Educators ◽  
Practical Wisdom ◽  
Practical Knowledge ◽  
Moral Knowledge ◽  
Sociocultural Perspective ◽  
Multiple Perspectives

This chapter outlines a framework that characterizes science teachers’ practical-moral knowledge utilizing the Aristotelian concept of phronesis/practical wisdom. The meaning of phronesis is further explicated and its relevance to science education are outlined utilizing a virtue-based view of knowledge and practical hermeneutics. First, and to give a background, assumptions about teacher knowledge from a constructivist and sociocultural perspective are outlined. Second, the Aristotelian notion of phronesis (practical wisdom) is explicated, especially in terms of how it differs from other characterizations of practical knowledge in science education and how it relates to practical-moral knowledge. Finally, the authors discuss how the very nature of such practical-moral knowledge makes it ambiguous and hard to articulate, and therefore, a hermeneutic model that explores teachers’ practical-moral knowledge indirectly by investigating teachers’ commitments, interpretations, actions, and dialectic interactions is outlined. Implications for research and teacher education are outlined. Empirical examples are used to demonstrate certain points. A virtue-based view of knowledge is not meant to replace others, but as a means to enrich the understandings of the complexity of teacher knowledge and to enhance the effectiveness of teacher educators.

scholarly journals Saudi Arabia Science Teachers' Trends in Science Teaching Practices of Teaching Related Scientific Activities According to their Supervisors' Prospective and the Supervisors Estimates of The Importance of Such Practices

2016 ◽  
Vol 10 (3) ◽  
pp. 577
Author(s):  
Abdulwali H. Aldahmash
Keyword(s):  
Saudi Arabia ◽  
General Education ◽  
Science Teaching ◽  
Science Teachers ◽  
Learning Process ◽  
Teaching Practices ◽  
Teaching Activities ◽  
Validated Questionnaire ◽  
Science Teaching Practices ◽  
Science Supervisors

This paper investigated the Trends in Science Teaching Practices in-classroom science related activities among general education science teachers in Saudi Arabia from their supervisors’ perspectives. In addition, the supervisor's point of view about the importance of scientific related instructional activities was assessed. The data were collected through a validated questionnaire (19 items), which was administered to a random sample of 60 science supervisors (32 males, 28 females) from various parts of the Kingdome of Saudi Arabia. The results revealed that supervisors judged classroom activities of science teachers as teacher-centered rather than student-centered. As for supervisors’ estimates of the importance of teaching activities, the results indicated that they believed that the most important teaching activities were: developing the skills of science processes, and "impementing experiments to verify the information, and providing students with correct scientific ideas. The results showed that the least important activities were those that made the students active participants in the learning process. It was concluded that science supervisors were inclined to traditional activities that made the teacher and not the student the central core for the learning process. 

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