Decision making in the practical domain: A model of practical conceptual change

Abstract

The work of science teachers can be viewed from a variety of perspectives. In this article, teaching is seen as an activity in which teachers deliberate in the practical domain to decide on actions and goals. In the first part of the article, it is argued that, because practical reasoning is similar to scientific reasoning, a model of practical conceptual change can be developed that is analogous to the conceptual change model. The following conditions for the modification of a practical theory or paradigm are described: Teachers must be discontent with a current practical theory. They must find that the new one makes sense and that it is beneficial to their practice. Finally, teachers must see that the understanding of their practice that arises from acceptance of the new practical theory is illuminating or enlightening. In the second part of the article, two case studies of teachers are examined using the model of practical conceptual change. One is a case of a novice teacher whose grading policy is based on highly resilient practical theories. The other is a cross‐case analysis of two experienced science teachers, one of whom accepted a radically new curriculum and another who rejected it. The article concludes with implications for the use of the model. © 2000 John Wiley & Sons, Inc. Sci Ed 84:606–623, 2000.

Fostering agency to overcome barriers in college science teaching: Going against the grain to enact reform‐based ideas

“…In conclusion, an examination of reform‐based science teaching combined with an analysis of systemic obstacles and affordances revealed the tensions that our instructors were struggling with, as well as the agential moves that helped them overcome some of these barriers. Our findings support the arguments of previous studies on the significant role of systemic barriers in adopting reformed approaches (Enderle et al, ; Feldman, ; Gess‐Newsome et al, ; Southerland, Sowell, & Enderle, ). Moreover, we add new insights to the literature by demonstrating how different forms of agency, reproductive or transformative, mediate the tensions and outcomes that emerge in between the personal and contextual factors associated with CST.…”

Fostering agency to overcome barriers in college science teaching: Going against the grain to enact reform‐based ideas

“…In conclusion, an examination of reform‐based science teaching combined with an analysis of systemic obstacles and affordances revealed the tensions that our instructors were struggling with, as well as the agential moves that helped them overcome some of these barriers. Our findings support the arguments of previous studies on the significant role of systemic barriers in adopting reformed approaches (Enderle et al, ; Feldman, ; Gess‐Newsome et al, ; Southerland, Sowell, & Enderle, ). Moreover, we add new insights to the literature by demonstrating how different forms of agency, reproductive or transformative, mediate the tensions and outcomes that emerge in between the personal and contextual factors associated with CST.…”

Science Learning in Primary School in the Perspective of Nature of Science: A Case Study in the Fifth Grade

“…The practical knowledge as explained by vanDriel, Beijaard, & Veloop (2001), is teacher knowledge formed based on the work experience as a teacher integrating experiential knowledge, formal knowledge, and personal beliefs. This explanation is almost similar toFeldman's (2000) statement about the meaning of practical theory, namely the occurrence of P-ISSN: 2580-9326 E-ISSN: 2580-7714 Journal of Elementary Education Volume 4, Number 1, February 2020 conceptual changes that occur to the teacher based on his practical experience in conducting daily learning.Personal pedagogical knowledge, according toMorine-Dershimer and Kent (1999), is the result of interactions between personal practical experiences, belief systems, and perceptions. These are explained to distinguish it from the knowledge formed by formal learning experiences.Meanwhile, Shulman (1986) uses the term Pedagogical Content Knowledge (PCK) to describe the type of knowledge teachers have so that they can help the student learn the content knowledge well.…”

Educational Reform, Personal Practical Theories, and Dissatisfaction: The Anatomy of Change in College Science Teaching

“…As a result of this analysis, we are convinced of the powerful role of dissatisfaction and agree with Feldman (2000) that dissatisfaction with both one's current teaching methods and one's goals is critical to the success of reform efforts in education. This research extends his findings by explicating the Gess-Newsome et al multifaceted nature of dissatisfaction (contextual and pedagogical) and suggesting the role that dissatisfaction may play in the enactment of reform.…”

“…One thing is clear from our findings: The foundation of systemic change is individual change. Like Feldman (2000), we are convinced of the centrality of teachers' personal practical theories, and we argue that teachers' dissatisfaction with their instructional goals and teaching practices is a prerequisite to educational reform.…”

“…Following Feldman (2000), we believe that the portraits of teacher thinking developed in this study describe the personal practical theories of teaching held by each of the instructors. Personal practical theories, formed through experience and reflection, include images of teaching and learning, the roles of teachers and students, and the purposes of and methods for content instruction.…”

Fostering agency to overcome barriers in college science teaching: Going against the grain to enact reform‐based ideas

“…In conclusion, an examination of reform‐based science teaching combined with an analysis of systemic obstacles and affordances revealed the tensions that our instructors were struggling with, as well as the agential moves that helped them overcome some of these barriers. Our findings support the arguments of previous studies on the significant role of systemic barriers in adopting reformed approaches (Enderle et al, ; Feldman, ; Gess‐Newsome et al, ; Southerland, Sowell, & Enderle, ). Moreover, we add new insights to the literature by demonstrating how different forms of agency, reproductive or transformative, mediate the tensions and outcomes that emerge in between the personal and contextual factors associated with CST.…”

Science Learning in Primary School in the Perspective of Nature of Science: A Case Study in the Fifth Grade

“…The practical knowledge as explained by vanDriel, Beijaard, & Veloop (2001), is teacher knowledge formed based on the work experience as a teacher integrating experiential knowledge, formal knowledge, and personal beliefs. This explanation is almost similar toFeldman's (2000) statement about the meaning of practical theory, namely the occurrence of P-ISSN: 2580-9326 E-ISSN: 2580-7714 Journal of Elementary Education Volume 4, Number 1, February 2020 conceptual changes that occur to the teacher based on his practical experience in conducting daily learning.Personal pedagogical knowledge, according toMorine-Dershimer and Kent (1999), is the result of interactions between personal practical experiences, belief systems, and perceptions. These are explained to distinguish it from the knowledge formed by formal learning experiences.Meanwhile, Shulman (1986) uses the term Pedagogical Content Knowledge (PCK) to describe the type of knowledge teachers have so that they can help the student learn the content knowledge well.…”

Educational Reform, Personal Practical Theories, and Dissatisfaction: The Anatomy of Change in College Science Teaching

“…As a result of this analysis, we are convinced of the powerful role of dissatisfaction and agree with Feldman (2000) that dissatisfaction with both one's current teaching methods and one's goals is critical to the success of reform efforts in education. This research extends his findings by explicating the Gess-Newsome et al multifaceted nature of dissatisfaction (contextual and pedagogical) and suggesting the role that dissatisfaction may play in the enactment of reform.…”

“…One thing is clear from our findings: The foundation of systemic change is individual change. Like Feldman (2000), we are convinced of the centrality of teachers' personal practical theories, and we argue that teachers' dissatisfaction with their instructional goals and teaching practices is a prerequisite to educational reform.…”

“…Following Feldman (2000), we believe that the portraits of teacher thinking developed in this study describe the personal practical theories of teaching held by each of the instructors. Personal practical theories, formed through experience and reflection, include images of teaching and learning, the roles of teachers and students, and the purposes of and methods for content instruction.…”

Fostering agency to overcome barriers in college science teaching: Going against the grain to enact reform‐based ideas

“…In conclusion, an examination of reform‐based science teaching combined with an analysis of systemic obstacles and affordances revealed the tensions that our instructors were struggling with, as well as the agential moves that helped them overcome some of these barriers. Our findings support the arguments of previous studies on the significant role of systemic barriers in adopting reformed approaches (Enderle et al, ; Feldman, ; Gess‐Newsome et al, ; Southerland, Sowell, & Enderle, ). Moreover, we add new insights to the literature by demonstrating how different forms of agency, reproductive or transformative, mediate the tensions and outcomes that emerge in between the personal and contextual factors associated with CST.…”

Science Learning in Primary School in the Perspective of Nature of Science: A Case Study in the Fifth Grade

“…The practical knowledge as explained by vanDriel, Beijaard, & Veloop (2001), is teacher knowledge formed based on the work experience as a teacher integrating experiential knowledge, formal knowledge, and personal beliefs. This explanation is almost similar toFeldman's (2000) statement about the meaning of practical theory, namely the occurrence of P-ISSN: 2580-9326 E-ISSN: 2580-7714 Journal of Elementary Education Volume 4, Number 1, February 2020 conceptual changes that occur to the teacher based on his practical experience in conducting daily learning.Personal pedagogical knowledge, according toMorine-Dershimer and Kent (1999), is the result of interactions between personal practical experiences, belief systems, and perceptions. These are explained to distinguish it from the knowledge formed by formal learning experiences.Meanwhile, Shulman (1986) uses the term Pedagogical Content Knowledge (PCK) to describe the type of knowledge teachers have so that they can help the student learn the content knowledge well.…”

Educational Reform, Personal Practical Theories, and Dissatisfaction: The Anatomy of Change in College Science Teaching

“…As a result of this analysis, we are convinced of the powerful role of dissatisfaction and agree with Feldman (2000) that dissatisfaction with both one's current teaching methods and one's goals is critical to the success of reform efforts in education. This research extends his findings by explicating the Gess-Newsome et al multifaceted nature of dissatisfaction (contextual and pedagogical) and suggesting the role that dissatisfaction may play in the enactment of reform.…”

“…One thing is clear from our findings: The foundation of systemic change is individual change. Like Feldman (2000), we are convinced of the centrality of teachers' personal practical theories, and we argue that teachers' dissatisfaction with their instructional goals and teaching practices is a prerequisite to educational reform.…”

“…Following Feldman (2000), we believe that the portraits of teacher thinking developed in this study describe the personal practical theories of teaching held by each of the instructors. Personal practical theories, formed through experience and reflection, include images of teaching and learning, the roles of teachers and students, and the purposes of and methods for content instruction.…”