Lessons from high school chemistry: Teachers, their perceptions and actions

Amy Joyce Phelps, Purdue University

Abstract

The challenge of improving science education is an ever present reality. Despite the development and implementation of theoretically sound innovations, much of what goes on in science classrooms remains unchanged. This study examines the beliefs of high school chemistry teachers, who have been successfully involved in bringing innovation to their classrooms, in an effort to understand how these beliefs are related to classroom action. Two teachers were asked to participate in this study based on their experience in the classroom, their involvement in a successful innovation, and their willingness to discuss their beliefs with the researcher. Both men taught high school chemistry. One teacher had 18 years experience and the other had 24 years experience. The teachers' beliefs were investigated via four formal interviews and daily informal exchanges. Their classrooms were observed daily for a semester. The teacher with 18 yeas of experience organizes his classroom actions around three generalized beliefs. He believes that he has a responsibility to prepare students to be better learners in the future by fostering personal responsibility for learning. He believes that human beings naturally gravitate toward the path of least resistance. Finally, he believes that since teaching can not be perfected one should constantly strive to teach better. The teacher with 24 years of experience also organizes his classroom actions around three beliefs. He believes he has a responsibility to help students develop into successful learners by providing them with rigid guidelines that serve to train the students in good work and study habits. He believes that developing and sustaining positive relationships is the key to being a successful professional. This includes relationships with colleagues as well as students. Finally, he believes schools are a part of society, and that just as change is inevitable in society, it is inevitable in his classroom. Change is seen by both teachers to be a natural part of what they do as professionals. It is neither an evil force to be feared, nor a novel occurrence. Although the magnitude of the innovation might vary, change occurs regularly in these classrooms.

Degree

Ph.D.

Advisors

Herron, Purdue University.

Subject Area

Curricula|Teaching|Secondary education|Science education

COinS