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Changing practice by changing practice: Toward more authentic science and science curriculum development
Author(s) -
Bencze Larry,
Hodson Derek
Publication year - 1999
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(199905)36:5<521::aid-tea2>3.0.co;2-6
Subject(s) - curriculum , christian ministry , science education , pedagogy , action (physics) , mathematics education , nature of science , curriculum development , action research , science, technology, society and environment education , authentic learning , sociology , psychology , political science , physics , quantum mechanics , law
Recent policy documents from the Ontario Ministry of Education called for teachers to present a more authentic view of the nature of scientific practice at all levels of education. Sadly, this call for substantial curriculum change coincided with severe cuts in the education budget. The authors describe how two teachers collaborated with a university‐based researcher/teacher educator to design and implement more authentic science in a Grade 7 classroom. The ways in which the teachers changed their views about science and science teaching, the anxieties they experienced, and the institutional constraints that impacted on their practice are discussed, and some more general features of the action research experience are described. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 521–539, 1999