Premium
Beliefs, Practical Knowledge, and Context: A Longitudinal Study of a Beginning Biology Teacher's 5 E Unit
Author(s) -
Sickel Aaron J.,
Friedrichsen Patricia
Publication year - 2015
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/ssm.12102
Subject(s) - context (archaeology) , mathematics education , perception , science education , unit (ring theory) , psychology , nature of science , teaching method , teacher education , pedagogy , biology , paleontology , neuroscience
The purpose of this three‐year case study was to understand how a beginning biology teacher ( A lice) designed and taught a 5 E unit on natural selection, how the unit changed when she took a position in a different school district, and why the changes occurred. We examined Alice's developing beliefs about science teaching and learning, practical knowledge, and perceptions of school context in relation to the 5 E unit. Data sources consisted of interviews, classroom observations, and lesson materials. We found that A lice placed more emphasis on the explore phase, less emphasis on the engage and explain phases, and removed the elaborate phase over time. A lice's beliefs about science teaching and learning acted as a filter for making sense of practical knowledge and perceptions of context. Although her beliefs were student centered, they aligned with discovery learning in which little intervention from the teacher is required. We discuss how her beliefs, practical knowledge, and perceptions of context explained the changes in her practice. This study sheds insight into the nature of beliefs and how they relate to the 5 E lesson phases, as well as the different lenses for viewing the 5 E instructional model. Implications for science teacher preparation and induction programs are discussed.