Producing the evidence: Science teachers' initiations into practical work |
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| Authors: | Mick Nott Jerry Wellington |
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| Institution: | (1) School of Education, Sheffield Hallam University, S10 2BP Sheffield, UK;(2) University of Sheffield, Sheffield, UK |
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| Abstract: | The quantity, quality and fitness for purpose of much school practical work has come in for some criticism. This paper reports
on questionnaire and interview studies with trainee science teachers. The study examined the reasons and justifications that
teachers give for the way in which they conduct practical work. The particular focus is on counter-normative behaviour and
what the behaviour indicates about the status of empirical work and the purpose of evidence in science classrooms. The questionnaire
was completed by 40 trainee teachers. The analysis of the questionnaire determined the number of teachers who had produced
results fraudulently either on their own initiative or had been initiated into it by experienced teachers and/or laboratory
technicians. From the questionnaire we were able to select a small sample who we interviewed in order to unpack further the
questionnaire responses. In discussing our data, a case for the re-evaluation of practical work in science education will
be made and it will be argued that science teacher behaviour is best understood anthropologically. Possible implications for
mentoring and school based training are mentioned briefly. |
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