Taking a sociocultural perspective on science teachers’ knowledge JAnE mcNICHOLL AND ANN CHILDS

2010 ◽  
pp. 59-76
Keyword(s):  
Science Teachers ◽  
Sociocultural Perspective

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.

Multiple Perspectives for the Study of Teaching

2015 ◽  
pp. 569-593
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.

MODEL PENDIDIKAN KARAKTER TERINTEGRASI PEMBELAJARAN SAINS

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Wayan Sadia
Keyword(s):  
High School ◽  
Character Education ◽  
Science Teachers ◽  
Science Learning ◽  
School Science ◽  
Lesson Plans ◽  
Assessment Model ◽  
High School Science ◽  
Learning Models ◽  
High School Science Teachers

Abstract This research was conducted with the main objective to develop a model of character education integrated with science learning in elementary, junior, and senior high schools. The research was focused on the needs analysis study involving 36 elementary school science teachers, 34 junior high school science teachers and 27 senior high school science teachers to collect information on science learning in relation to character education. Data were collected by questionnaires, observation and interviewing techniques. Data were analyzed by descriptive and qualitative meaning. The results showed that: 1) character education can be developed through selection of science learning model, assessment model, and teaching materials, 2) science learning models that contribute significantly to the development of the character of students are inquiry learning, problem-based learning, cooperative learning , science-technology-society, problem solving, and contextual learning models, 3) science teacher’s responses to the character education are generally very positive and seek to develop good character through a learning process, 4) some (55.3%) science teachers include indicators of character values that to be target of learning in the syllabus and lesson plans, and some (44.7%) do not explicitly specify its, but implicitly implied in the syllabus and lesson plans. Keywords: character education, integrated science learning

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