learning to teach secondary science: an activity theory analysis of issues concerning the use of...
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Learning to teach Secondary science: An Activity Theory analysis of issues concerning
the use of constructivist approaches
Tanvir AhmedThe Open University
SupervisorsDr. Steve Hutchinson
Prof. Frank BanksDr. Prithvi Shrestha
Mrs. Kris Stutchbury (Former supervisor)
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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.
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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.
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Video-screenshot of a Teacher teaching “Solution” to Grade 7 students. Demonstration, lecture and selective questioning were the primary methods of teaching.
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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?
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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.
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MethodologyResearch settings: Teachers’ Training College and Secondary School
Research participants –• Science-teacher - 5• Student-teacher - 5• Teacher-educator - 3
Selection method –• Purposive and opportunistic
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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.)
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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
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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
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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
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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
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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.)
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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
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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
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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
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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
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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
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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.
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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.
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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.
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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.
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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.
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Thanks