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. © 1996 John Wiley & Sons, Inc.

Using Argumentation to Investigate Science Teachers' Teaching Practices: The Perspective of Instructional Decisions and Justifications

“…Apparently as shown in this study, both teachers' implicit beliefs regarding the characteristics about learning, which were revealed by their metaphors, were overridden by their knowledge of teaching and the goals they have to finish while teaching. Generally speaking, the factors mentioned in their argumentation structures fitted well with the "myths" of secondary science instruction proposed elsewhere (Tobin & McRobbie, 1996), which included the transmission myth, the efficiency myth, and the myth of preparing students for examinations.…”

Do Pre-service Chemistry Teachers Reflect their Beliefs about Constructivism in their Teaching Practices?

“…As Lederman (1992) states, situational factors may influence the transfer of teachers' beliefs into practice. For example, school culture, culture of the classroom and the nature of the curriculum have been found to affect teachers' beliefs (Munby et al 2000;Tobin and McRobbie 1996). Moreover, the assessment regime used by teachers can influence how their beliefs are translated into practice.…”

“…Teaching practice is affected by various situational factors such as the nature of the classroom and the curriculum (Lederman 1992;Munby et al 2000;Tobin and McRobbie 1996). In addition, while reflecting their beliefs through instruction, pre-service teachers may prefer not to be involved in complex environments where they do not feel comfortable, therefore, they simplify their teaching practices (Wallace and Louden 1992).…”

Developing science teachers' pedagogical content knowledge

“…However, individual teachers may have developed quite different frameworks or "functional paradigms", even when they teach the same curriculum (Lantz & Kass, 1987). Tobin and McRobbie (1996) described four "cultural myths" that determine an experienced science teacher's classroom practice. Among others, these myths refer to the transmission of knowledge and the maintenance of the rigor of the curriculum.…”