Taking a closer look at science teaching orientations

Abstract

ABSTRACT:In this position paper, we examine the science teaching orientation component of the S. Magnusson, J. Krajcik, and H. Borko (1999) pedagogical content knowledge (PCK) model for science teaching. We trace the origin of the construct in the literature, identifying multiple definitions that have lead to ambiguity. After examining published studies using the PCK model, we identified the following methodological issues: (a) using orientations in different or unclear ways, (b) unclear or absent relationship between orientations and the other model components, (c) simply assigning teachers to one of nine categories of orientations, and (d) ignoring the overarching orientation component. To bring clarity to the literature, we propose defining science teaching orientations as a set of beliefs with the following dimensions: goals and purposes of science teaching, views of science, and beliefs

An Examination of the Changes in Science Teaching Orientations and Technology-Enhanced Tools for Student Learning in the Context of Professional Development

“…A teacher's knowledge and beliefs-about learning, teaching, and subject matter-thus, are critically important determinants of how that teacher teaches. (p. 1228) Avraamidou (2013), in research examining science teacher orientations aligned to Friedrichsen et al's (2011), emphasized the importance of teacher orientations by considering them in ways consistent with Pajares (1992) with respect to the importance of beliefs that shape science instruction. More specifically, Avraamidou (2013) recognized that 'clusters of beliefs around a particular situation form attitudes, and attitudes become action agendas that guide decisions and behavior ' (p. 4).…”

“…But, as researchers have noted (e.g. Anderson & Smith, 1987;Friedrichsen, Van Driel, & Abell, 2011;Magnusson et al, 1999), PCK is shaped by myriad influences, including teachers' knowledge and beliefs about the purposes and goals for teaching science. In examining influences that shape PCK, researchers have conceptualized teacher orientations as a construct that serves as a filter through which teacher knowledge is grounded, developed, and subsequently manifested in the instruction experienced by students.…”

“…In examining influences that shape PCK, researchers have conceptualized teacher orientations as a construct that serves as a filter through which teacher knowledge is grounded, developed, and subsequently manifested in the instruction experienced by students. Whereas science teacher orientations have been framed in several ways, Friedrichsen et al (2011) proposed three dimensions of science teacher orientations to better understand the roots of the 'what' and 'how' of teachers planning and instruction: 'beliefs about the goals and purposes of science teaching, beliefs about the nature of science, and beliefs about science teaching and learning ' (p. 373).…”

“…Through a review of literature connected to a careful articulation of teacher orientations as a construct, Friedrichsen et al (2011) identified a series of important and needed areas of research. These include investigating science teacher orientations and other components of PCK and how the development of PCK associated with curriculum interventions of professional development (PD) influences science teaching orientations.…”

“…These include investigating science teacher orientations and other components of PCK and how the development of PCK associated with curriculum interventions of professional development (PD) influences science teaching orientations. Friedrichsen et al (2011) also noted the need for researchers using science teaching orientations to be explicit in how each of these constructs is defined so that the definitions used can be situated in the literature. This research attended to many of these recommendations by revisiting and extending our previous research (Campbell, Longhurst, Duffy, Wolf, & Shelton, 2013) as we examined orientations and technology-enhanced tools for student learning in relation to a standards vision of science literacy (American Association for the Advancement of Science [AAAS], 1989;National Research Council [NRC], 1996.…”