Culture wars in the classroom: Prospective teachers question science

Abstract

Does studying about the nature(s) of science contribute to a prospective teachers' effectiveness as a science teacher? This research grew out of a course created by a science educator and historian of science who believed prospective teachers needed more complex understandings of the cultural wars surrounding science. The research team consisted of five prospective teachers who participated in the course as well as the two instructors. This paper describes the experience of participating in the course from both perspectives. We argue that studying the cultural wars over science contributes to prospective teachers' professional growth as much because the course elicits tacit beliefs about school science as it introduces more complex understandings of science. We found that prospective teachers' tacit beliefs about school science were their greatest barrier to developing more complex understandings about the nature(s) of science. We contend that willingness to grapple with complexity and developing a professional identity by locating oneself in the conversations about the nature(s) of science are better criteria for determining the professional growth of prospective teachers than knowledge measures. Finally, we argue that prospective teachers should be viewed as professionals who are responsible for finding their own voice, making their own decisions, and considering the consequences of their beliefs on their practice. This study raises questions critical to teacher education programs for prospective teachers and teacher‐educators alike. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 895–915, 2000

Challenges New Science Teachers Face

“…Other studies-most of which involve preservice elementary teachers-focused more squarely on experiences in science (Howes, 2002;Hynd, Alvermann, & Qian, 1997;Powell, 1994;Smith, 2000;Smith & Anderson, 1999;Sullenger et al, 2000). For example, Smith and Anderson differentiated among the 9 preservice elementary teachers in their study, characterizing them as either "knowers" of or "wonderers" about science.…”

“…A few studies investigated preservice teachers' attitudes toward science (Cobern & Loving, 2002;McDevitt, Heikkinen, Alcorn, Ambrosio, & Gardner, 1993;Settlage, 2000;Smith, 2000;Sullenger et al, 2000). One study found that, in the sample of the almost 700 elementary preservice teachers surveyed, there was "no hint" (p. 1027) of an anti-science attitude in which science is viewed negatively; rather, the authors argue, the preservice teachers' attitudes toward science were complex, reasonable, and justified (Cobern & Loving, 2002).…”