A case study of high school teachers' decision making models for planning and teaching science

Richard Alan Duschl, Emmett Wright

Research output: Contribution to journalArticle

118 Citations (Scopus)

Abstract

The focus of this study was to investigate the manner and the degree to which science teachers consider the nature of the subject matter in their decision making addressing the planning and the delivery of instructional tasks. An assumption of the study is that considerations for the nature of the subject matter should be a factor in a teacher's decision making about what to teach and how to teach. Relevant research literature reviewed includes (1) human decision making and the development of cognitive models of reality, (2) modern philosophies of science, and (3) philosophy of science and science education. Methods of data collection and of data analysis followed Spradley's Developmental Research Sequence guidelines for conducting ethnographic research. Validity of research findings was established from the triangulation of observations, interviews, and documents and surveys. The goal of the research was the development of grounded hypotheses about science TEACHERS' pedagogical decision making. Based on the results of this study it is hypothesized that science TEACHERS' decision‐making models of reality for the selection, implementation, and development of instructional tasks are dominated by considerations for (a) student development, (b) curriculum guide objectives, and (c) pressures of accountability. Little, if any, consideration is given to the nature of the subject matter by the science teachers in decision making. Implications exist for the disenfranchisement of teachers from the task of making decisions concerning what to teach.

Original languageEnglish (US)
Pages (from-to)467-501
Number of pages35
JournalJournal of Research in Science Teaching
Volume26
Issue number6
DOIs
StatePublished - Jan 1 1989

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decision making
planning
Teaching
teacher
science
school
philosophy of science
triangulation
curriculum development
data analysis
responsibility
interview
education
student

All Science Journal Classification (ASJC) codes

  • Education

Cite this

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A case study of high school teachers' decision making models for planning and teaching science. / Duschl, Richard Alan; Wright, Emmett.

In: Journal of Research in Science Teaching, Vol. 26, No. 6, 01.01.1989, p. 467-501.

Research output: Contribution to journalArticle

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