Cultural myths as constraints to the enacted science curriculum

Abstract

The common sense aspects of traditional practices promise to be a conservative force with respect to the efforts of policymakers to improve the quality of science learning in schools. This study of the teaching of grade 11 chemistry indicates how an experienced teacher made sense of his teaching roles in terms of four cultural myths related to the transmission of knowledge, being efficient, maintaining the rigor of the curriculum, and preparing students to be successful on examinations. These cultural myths were supported in this study by the teacher and students and provided a strong rationale for maintaining the types of classroom practices that reformers are wanting to change. If teachers can be brought to a level of consciousness about myths such as these there is a chance that their viability can be addressed directly and alternative myths can be generated to propel reform in the direction advocated in the myriad reports that presently exhort changes in policy and classroom practice. 0 1996 John Wiley & Sons, Inc.

Teacher beliefs and cultural models: A challenge for science teacher preparation programs

“…folklore (Buchmann & Schwille, 1983) or cultural myths (Tobin & McRobbie, 1996). The implications of this characteristic are especially important in education, as critical episodes or experiences influence and frame how one learns and how one uses what is learned.…”

Existential approaches to action research

“…For teachers, these ways of being arise when the ability to act 'to surpass the given and look at things as if they could be otherwise' is constrained by the real and mythical (Tobin & McRobbie, 1996). For example, here in Massachusetts in November 2000 as I write this, teachers are constrained by decisions made by local education authorities, and statewide by the policies of a conservative government that has imposed high stakes examinations on children and teachers.…”

“…For example, here in Massachusetts in November 2000 as I write this, teachers are constrained by decisions made by local education authorities, and statewide by the policies of a conservative government that has imposed high stakes examinations on children and teachers. At the same time, teachers feel the constraints of cultural myths, such as those related to the need to transmit knowledge, content coverage, academic rigour, and the preparation of students to be successful in the next course (Tobin & McRobbie, 1996). These constraints to existential freedom are seen in the types of dilemmas that a student teacher might face.…”

Highlighting hybridity: A critical discourse analysis of teacher talk in science classrooms

“…In many cases, they are not even in a position to think critically about a discourse that is "second nature" to them, and that has, moreover, selected them out and rewarded them with relatively high status in the academic system (Lemke, 1990). As well as assuming that science is generally too difficult for all but a minority of "bright" and/or diligent students, they accept without question the myths that school science has to be abstract and impersonal, too difficult for most students, and to appear absolutely objective, authoritative, and nonnegotiable (Lemke, 1990;Taylor, 1996;Tobin & McRobbie, 1996).…”

“…One is that female teachers may be more likely to have taken time off work for childcare within their own families, which may have heightened their interest in the overall development of the children they teach and given them more reason than their male colleagues to challenge the myths of school science (cf. Fensham, 1998;Lemke, 1990;Taylor, 1996;Tobin & McRobbie, 1996), and I did find some evidence for this.…”