Referents for changing a science curriculum: A case study of one teacher's change in beliefs |
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| Authors: | Kenneth G Tobin Deborah J Tippins Karl Hook |
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| Institution: | (1) Florida State University, 203 Carothers Hall, 32306 Tallahassee, Florida;(2) University of Georgia, USA;(3) Florida State University School, USA |
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| Abstract: | This interpretive investigation of curricular change involved Karl, a middle school science teacher. Initially, he made sense of his and student roles in terms of objectivism and the teacher having control. When Karl had opportunities to observe the teaching of a colleague he began to consider changes in his teaching. The referents used to frame alternative teacher and student roles were students having greater autonomy for their actions and constructivism. However, constraints, such as shortage of time and beliefs of colleagues and students favored the retention of traditional practices. Although Karl's commitment to change was sufficiently strong to ensure that changes would be attempted, old belief sets and associated practices, restraints, and new belief sets and associated practices co-existed in a dialectical relationship. Effecting meaningful change necessitated teacher learning and sustaining of new equilibria between a complex array of interacting sociocultural factors. |
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