| Автор | Vaz, Arnaldo |
| Автор | Watts, Mike |
| Дата выпуска | 1996 |
| dc.description | Many primary teachers in the UK are required to teach science without the advantage of specialist expertise in the subject. While many are commonly expert in an array of facets within primary education, they are asked to confront the teaching of science, and physics in particular, without the benefits of the confidence that comes from in‐depth familiarity with the subject. This article uses the writings of Paulo Freire to examine the ‘limit situations’ in which such teachers have to operate, where there is a constant friction between the demands and expectations of an unfamiliar, subject‐based discipline, and the norms and conventions of integrated, child‐orientated curriculum organisation. In essence, this is a clash of cultures between National Curriculum physics and primary practice, one which can be studied through an exploration of teachers’ worlds as they give voice to their principles and beliefs.The paper draws on interviews with teachers as they talk — with a physics specialist — through their experiences of teaching physics in the classroom. The summary discussion draws implications for primary teacher professional development. |
| Формат | application.pdf |
| Издатель | Taylor & Francis Group |
| Копирайт | Copyright Taylor and Francis Group, LLC |
| Тема | Paulo Freire |
| Тема | primary school science |
| Тема | teachers’ thinking |
| Тема | pedagogic knowledge |
| Тема | teacher education |
| Название | A Clash of Cultures: Physics and the Primary Scientist |
| Тип | research-article |
| DOI | 10.1080/0300443961170107 |
| Electronic ISSN | 1476-8275 |
| Print ISSN | 0300-4430 |
| Журнал | Early Child Development and Care |
| Том | 117 |
| Первая страница | 99 |
| Последняя страница | 112 |
| Аффилиация | Vaz, Arnaldo; Education and Social Sciences Committee, Brazilian Scientific and Technological Research Council |
| Аффилиация | Watts, Mike; Centre for Learning and Research in Science Education (CLARISE), Roehampton Institute |
| Выпуск | 1 |
| Библиографическая ссылка | Alexander, R. 1992. Policy and Practice in Primary Education, London.: Routledge. |
| Библиографическая ссылка | Biddulph, F. and Carr, M. 1992. Developments in Primary Science. A New Zealand perspective. Education and Research in Education, 6(2 & 3): 191–198. |
| Библиографическая ссылка | Carmichael, P., Driver, R., Holding, B., Phillips, I., Twigger, D. and Watts, D.M. 1990. Research on Students Conceptions in Science: A Bibliography, Leeds: Children's Learning in Science Project, CSSME, University of Leeds. |
| Библиографическая ссылка | Carre, C.G. and Carter, D. 1990. “Primary Teachers’ Self‐perceptions Concerning Implementation of the National Curriculum”. International Journal of Science Education, 12(4): 327–341. |
| Библиографическая ссылка | Clark, C.M. and Peterson, P.L. 1986. “Teachers’ Thought Processes”. In Handbook of Research on Teaching, 3rd Edition, Edited by: Wittrock, M.C. 255–296. New York: Macmillan. |
| Библиографическая ссылка | Department For Education. (1992, 1995). National Curriculum Science, London: HMSO. |
| Библиографическая ссылка | Freire, P. 1972. Pedagogy of the Oppressed. Translated (from Portuguese) by Myra Bergman Ramos, 1st Edition, London: Sheed and Ward. |
| Библиографическая ссылка | Freire, P. 1974. Education: The Practice of Freedom, 1976 Edition, Edited by: Ramos, Myra Bergman. London: Writers and Readers Publishing Cooperative. Originally published as Educaçäo como Prática da Liberdadeby Editora Paz e Terra, Rio de Janeiro, 1967. |
| Библиографическая ссылка | Gagne, R.M. 1977. The conditions of learning, New York: Holt, Rinehart and Winston. |
| Библиографическая ссылка | Guba, E.G. and Lincoln, Y.S. 1994. “Competing Paradigms in Qualitative Research”. In Handbook of Qualitative Research, Edited by: Dentin, N. and Lincoln, Y.S. 105–117. London: Sage Publications. |
| Библиографическая ссылка | Heron, J. 1992. Feeling and personhood, London: Sage Publications. |
| Библиографическая ссылка | Jones, B. 1991. Pre‐service elementary teachers’ explanations of diurnal, seasonal and lunar phenomena, School of Education, University of Tasmania. Unpublished paper: Australia |
| Библиографическая ссылка | Kelly, G.A. 1965. A theory of personal constructs, New York: Norton. |
| Библиографическая ссылка | Kincheloe, J.L. and McLaren, P.L. 1994. “Rethinking Critical Theory and Qualitative Research”. In Handbook of Qualitative Research, Edited by: Denzin, N. and Lincoln, Y.S. 138–157. London: Sage. |
| Библиографическая ссылка | Noce, G., Torosantucci, G. and Vicentini, M. 1988. The floating of objects on the moon: prediction from a theory or experimental act?. International Journal of Science Education, 10(1): 61–70. |
| Библиографическая ссылка | Pfundt, H. and Duit, R. 1994. Bibliography: Students alternative frameworks and science education, Germany: University of Kiel. IPN Reports in Brief |
| Библиографическая ссылка | Pope, M. 1993. “Anticipating teacher thinking”. In Research on Teacher Thinking: understanding professional development, Edited by: Day, C., Calderhead, J. and Denicolo, P. London: The Falmer Press. |
| Библиографическая ссылка | Russell, T. and Munby, H., eds. 1992. Teachers and Teaching: From classroom to reflection, London: Falmer Press. PSTS, Primary School Teachers and Science Project (1988‐93) |
| Библиографическая ссылка | Seddon, T. 1991. “Rethinking Teachers and Teacher Education in Science”. Studies in Science Education, 19: 95–117. |
| Библиографическая ссылка | Shulman, L.S. 1986. Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2): 4–14. |
| Библиографическая ссылка | Smith, D.C. and Neale, D. 1989. “The construction of subject matter knowledge in Primary Science Teaching”. Teaching and Teacher Education, 5(1): 1–20. |
| Библиографическая ссылка | Smith, R.G. and Peacock, G. 1992. Tackling contradictions in teachers’ understanding of gravity and air resistance. Education and Research in Education, 6(2 & 3): 113–128. |
| Библиографическая ссылка | Summers, M., Kruger, C. and Palacio, D. 1993. “Long term impact of a new approach to teacher education for primary science: Project Report”, Mimeograph, Oxford: Oxford University Department of Educational Studies. SPACE Project: Science Processes and Concepts Exploration (1986‐90) |
| Библиографическая ссылка | Walsh, A. 1993. Understanding primary science, London: Roehampton Institute. Unpublished MA thesis |
