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A case of dilemmas: Exploring my assumptions about teaching science
Author(s) -
Tomanek Debra
Publication year - 1994
Publication title -
science education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.209
H-Index - 115
eISSN - 1098-237X
pISSN - 0036-8326
DOI - 10.1002/sce.3730780502
Subject(s) - dilemma , class (philosophy) , mathematics education , science education , curriculum , teaching method , work (physics) , nature of science , pedagogy , philosophy of science , psychology , sociology , epistemology , engineering , philosophy , mechanical engineering
The study is about a secondary science teacher's thinking associated with dilemmas experienced while teaching an environmental science class. Her interactive thoughts were generally concerned with content and student understanding of it, managing the curriculum, and encouraging and contributing to student success. A unique feature of the work is that the researcher studied her own teaching. The dilemma thoughts were used to explicate her assumptions about teaching the class. An implication of the work is that teachers can use dilemmas to challenge their own assumptions about their teaching practices. © 1994 John Wiley & son, Inc.