Manifestations and Student Awareness of Science Literacy Values in Different Teaching Contexts Open Access

[摘要] This qualitative exploratory study investigated how one teacher’s view of science literacy was manifested in different classes. Using transcripts of semi-structured interviews and audio/video recordings of classroom and lab activities, one teacher’s professed science literacy values were compared to the science literacy values evident in his teaching practice and in students’ reports of their class experiences with him. Transcripts were coded using science literacy values developed in a framework used by Corrigan, Cooper, Keast, and King (2010) and Cooper and Corrigan (2011), with additional values added after a preliminary analysis of data from student and teacher interviews. Results suggest that while a teacher may clearly define and emphasize certain values of science literacy, different classroom settings and students may require different approaches to ensure those values are clearly understood. Findings from this study suggest that educators can develop greater autonomy and maintain passion for their profession by engaging in deep thought about their own science literacy values.

[发布机构] University of Alberta

[效力级别] Education