Teaching science in a grade three classroom: rhetoric and reality ; theory and practice

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.