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Caring relationships in science classrooms: A symbolic interaction study
Author(s) -
van Sickle Meta,
Spector Barbara
Publication year - 1996
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/(sici)1098-2736(199604)33:4<433::aid-tea5>3.0.co;2-t
Subject(s) - grounded theory , variety (cybernetics) , mathematics education , science education , key (lock) , psychology , pedagogy , content (measure theory) , content analysis , qualitative research , sociology , computer science , social science , mathematics , mathematical analysis , computer security , artificial intelligence
This symbolic interaction study was designed to identify and discover key components about caring science teachers. Grounded theory was generated that emphasizes the notion that caring is important in today's schools and provides insight into what happens in science classrooms. A key pattern that emerged regarding science teachers who are perceived to be caring is that they build a variety of relationships. The kinds of relationships described as caring by the teachers in this study include teacher‐student, student‐student, and teacher‐content. The interaction and integration of these three kinds of relationships results in teacher‐student‐content relationships. The emergence of relationships and illustrations of the importance of these relationships is described herein. © 1996 John Wiley & Sons, Inc.