learning to teach secondary science: an activity theory analysis of issues concerning the use of...
Post on 22-Dec-2015
215 Views
Preview:
TRANSCRIPT
Learning to teach Secondary science: An Activity Theory analysis of issues concerning
the use of constructivist approaches
Tanvir AhmedThe Open University
tanvir.ahmed@open.ac.uk
SupervisorsDr. Steve Hutchinson
Prof. Frank BanksDr. Prithvi Shrestha
Mrs. Kris Stutchbury (Former supervisor)
2
Background• The transmission model of teaching is identified as one of the
contributing factors for unsatisfactory return from secondary education in Bangladesh.
• In order to change the teaching approach, the Secondary Teacher Education (STE) curriculum was updated in 2007.
• The updated STE introduces constructivist approaches to learning and teaching.
3
Background (contd.)• However, no significant change has been observed regarding
teaching methods.
• Teachers are inclined to teach the way they were taught in schools (Tapan 2010, p.25)1.
• The transmission approach to teaching is still being used to teach science.
1 TAPAN, M. S. M. (2010) Science Education in Bangladesh. IN LEE, Y.-J. (Ed.) World of Science Education: Science Education Research in Asia. Rotterdam, Sense Publishers.
4
Video-screenshot of a Teacher teaching “Solution” to Grade 7 students. Demonstration, lecture and selective questioning were the primary methods of teaching.
5
Research question
What are the issues that challenge student-teachers who are encouraged to use constructivist teaching approaches?
From a Cultural Historical Activity Theory perspective –
What are the contradictions that emerge in secondary science teacher education regarding the use of constructivist teaching approaches?
6
Using CHAT to explore the problem
• CHAT looks at teacher education as a joint activity between Teachers’ Training College and Secondary Schools.
• Analyses learning as participation in practical activity
• Analyses the contradictions that emerge.
• CHAT has the potential to transform practice through expansive learning.
7
MethodologyResearch settings: Teachers’ Training College and Secondary School
Research participants –• Science-teacher - 5• Student-teacher - 5• Teacher-educator - 3
Selection method –• Purposive and opportunistic
8
Data collection methods: Qualitative
• Video-observation of classroom practice
• Semi-structured interview
Data analysis method: Thematic analysis
- Thematic coding of data
- Construction of themes in accordance with the CHAT analytical framework
Methodology (contd.)
9
The joint activity system of Secondary Teacher Education
Object 2Object 2
Tools: Short lectures, Science experiments, Group work, Question-answers, Educational Resources
Rules: TTC guidance
Community: Teacher-educators, Student-teachers
Division of labour: roles of student-teachers and teacher-educators
Object 1: Becoming teacher
Tools: Lecture, Demonstration, Question-answer, Group work, Educational resources
Rules: School rules expectations, classroom rule
Community: School, TTC, government agencies
Division of labour: roles of student-teachers and students
Object 1: School-students’ result
Object 3Teachers’ Training College Secondary school
Engeström, Y. (2001) Expansive Learning at Work: toward an activity theoretical reconceptualization. Journal of Education and Work, 14, 133-154
Representation of Teacher Education activity based in Engeström’s (2001, p.136) model of interacting activity systems
10
Activity system of school science teachingSubjects’ position on learning
Science teachers think students’ learning is about –
• Understanding lesson
• Applying learning in real life
According to science-teachers the object of science teaching activity is about –
• Developing students scientific skills and attitudes
• Developing students’ interest in science
• Preparing them for practical life
• Preparing students for higher education and jobs
• Helping students to study other subjects
11
Activity system of school science teaching (contd.)
Tools used in the activity –
• Lecture
• Demonstration
• Question-answer (mostly close-ended and recall type)
• Students’ group work
Division of labour –
• Teacher-led classroom
• Students’ actions limited to responding to questions and group work and listening lectures
12
Activity system of school science teaching (contd.)
Rules of activity –
• Curriculum guidance
• Expectation from community
• Government regulation: prospect of loosing subsidies due to poor result
13
Outcome –
Teaching approaches that are either traditional or contain forms of constructivism without the substance
Challenging issue –
Difference between science-teachers’ perceived purpose of teaching and school expectations.
Activity system of school science teaching (contd.)
14
Activity system of Teachers’ Training College
According to student-teachers (ST) and teacher-educators the object of being teacher is about –
• Developing good pedagogical knowledge –• Conducting science experiments• Using hands-on tasks for students• Developing learning materials• Explaining science concepts
• Developing good content knowledge
• Developing classroom management skills
15
Activity system of Teachers’ Training College (Contd.)
• Student-teachers think school students’ learning is about –• Understanding the content• Memorizing content• Applying learning in real life
• Teacher-educators think school students’ learning is about –• Applying learning in real life• Exam performance• Learning by doing
16
Activity system of Teachers’ Training College (Contd.)
Rules of activity –
• Curriculum guidance
• Grading requirements for coursework and practice-teaching
Tools of activity –
• Short lectures
• Question-answer
• Science-experiments
• Student-teachers’ group work
17
Activity system of Teachers’ Training College (Contd.)
Outcome of activity –
• Student-teachers with little to no understanding of constructivism.
• Teaching methods that have forms of constructivism with some substance.
Challenging issue –
Tension between student-teachers’ perception about learning and the notion of learning in constructivism
18
Activity system of student-teaching in school
Object of activity –
• Achieving required grades from teaching practice
• Developing students scientific skills and attitude
• Preparing students to apply learning in practical life
• Developing students’ logical thinking
19
Activity system of student-teaching in school (contd.)
Rules of activity –
• TTC grading regulations
• School expectations regarding completing the syllabus
• School’s advise to use their teaching methods and only use TTC methods when they are being visited.
20
Activity system of student-teaching in school (contd.)
Tools used in the activity –
• Short lectures
• Demonstrations of science experiments
• Question-answer (mixture of recall and understanding type, mostly thrown to whole class).
• Students’ group work
Division of labour –
• More active students but the actions are limited to responding to questions, listening, observing and group work.
21
Activity system of student-teaching in school (contd.)
Outcome –
• Student-teachers’ approach to teaching has some forms of constructivism but lacks the substance.
• TTC promoted teaching approaches are used when STs are being visited.
Challenging issue –
• Tension between student-teachers’ teaching approach and the dominant form of teaching and expectations in schools.
22
The contradictions
• Student-teachers’ conflicting understanding of learning and constructivism
• Contradiction between science-teachers’ perceived object of activity and the rules
• Contradiction between student-teachers’ tools, and the object and rules dominant in secondary school.
23
Possible ways to resolve the contradictions
• Acknowledging that contradictions exist across the joint activity system of teacher education.
• Developing shared meaning of learning based on the ideas of constructivism.
• Developing teaching approaches that address the ‘shared meaning of learning’ as well as the concern regarding exam preparedness.
• Jointly analysing how the new teaching approaches differ from traditional approaches in order to address potential problems with implementation.
top related