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Origins of life science teachers' beliefs underlying curriculum reform in Texas
Author(s) -
Crawley Frank E.,
Salyer Barbara A.
Publication year - 1995
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.3730790604
Subject(s) - curriculum , science education , mathematics education , set (abstract data type) , psychology , thematic analysis , state (computer science) , pedagogy , sociology , qualitative research , social science , computer science , programming language , algorithm
This study explores the beliefs about reform of life science teachers in central Texas who were retained to teach Coordinated Thematic Science I. In particular, we were interested in identifying the beliefs that serve as the foundation for the grade 7 life science teachers' intentions to introduce physical science activities in the life science classes they teach. To accomplish this purpose, we selected four teachers, using purposeful sampling procedures. We also adapted an empirical model for investigating rational decisionmaking, the Theory of Planned Behavior, for use in an interview format. Two additional data sources were used to triangulate our findings set out in seven assertions developed from the 52 pages of transcribed interviews. Our results call attention to the need for all three levels of education—state, district, and school—to cooperate in implementing science curriculum reform in Texas. © 1995 John Wiley & Sons, Inc.