Teaching science in a grade three classroom: rhetoric and reality ; theory and practice
Loading...
Date
1990
Authors
Manuel, Roger Philip
University of Lethbridge. Faculty of Education
Journal Title
Journal ISSN
Volume Title
Publisher
Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1990
Abstract
This study is a qualitative examination of the teaching and learning of science in one mixed ability grade three class
of twenty-five students. Data for the study was collected over a period of six months. Data was derived from
teacher journal entries, anecdotal notes and student writing. The study is divided into two parts. Part One examines
a variety of curriculum orientations that presently infonn our understanding of the teaching and learning of science.
These orientations are defined as: science as a school subject; science as process; science and "children's science";
science and "language across the curriculum" and integrated science. Part One concludes with a brief description of
the classroom context within which these orientations occur. This context is described as a "Whole Language" one.
Part Two is a critical and reflective examination of selected data from a variety of teaching and learning contexts.
The study concludes that the teaching and learning of science within this classroom is reflective of a variety of
curricular orientations. That in the planning of science activities emphasis is placed upon the following
orientations: school science, children's science and integration. However, the implementation of these plans
emphasises a Language-across-the-Curriculum orientation. In addition, the study concludes that there are many
examples of science teaching and learning that occur outside specific curricular orientations. These examples are
examined and defined as incidental science.
Description
128 leaves : ill. ; 28 cm.
Keywords
Science -- Study and teaching -- Case studies , Science -- Study and teaching (Elementary) -- Case studies