Teaching Traditions in Science Teachers’ Practices and in the Introduction of National Testing
(English)Article in journal (Refereed) Submitted
Our main interest in this article is to explore whether teachers change their teaching and assessment practices in relation to introduction of new national tests in the science education. The concept of teaching traditions is used to capture patterns of what is emphasized by teachers in terms of goals and aims in teaching. Data was collected using a web-distributed questionnaire, which was answered by 407 teachers. The design of the questionnaire was based on the concept of curriculum emphases and was used to investigate teachers’ main goals and content selection. The results show two distinct groups of focus, which can be compared with two selective traditions within science education: academic and romantic tradition. The main content where teaching have been changed is in making science more applied than before, where applied not only mean the application of science knowledge to practical technical issues but also to moral and political issues.
Teaching traditions, science education, standardized tests, teacher survey, educational change
Research subject Curriculum Studies
IdentifiersURN: urn:nbn:se:uu:diva-293941OAI: oai:DiVA.org:uu-293941DiVA: diva2:928426
ProjectsNATIONELLA PROV I BIOLOGI, FYSIK OCH KEMI: EVENTUELL BETYDELSE FÖR LÄRARES UNDERVISNING OCH BEDÖMNING
FunderSwedish Research Council, 2010-5153Swedish Research Council, 2012-5023