Ambitious Teachers' Design and Use of Classrooms as a Place of Science. Issue 3 (7th March 2017)

• Record Type: Journal Article
• Authors: STROUPE, DAVID
• Is Part Of: Science education. Volume 101:Issue 3(2017:May)
• Page Start: 458
• Page End: 485
• Publication Date: 2017-03-07
• Subjects: Science -- Study and teaching -- Periodicals; 507
• DOI: 10.1002/sce.21273
• Languages: English
• ISSNs: 0036-8326

Abstract

ABSTRACT: This multicase study examines how three teachers enacting ambitious instruction purposefully designed and used their classroom as a "place of science" in which students participated in disciplinary practices. A place of science is a location that shapes the norms, values, and history of disciplinary practices. Each participant's classroom promoted unique forms of science, yet the participants' enactment of ambitious instruction produced a common use of classrooms—science became a public practice in which an anchoring phenomenon was puzzled over, modeled, and explained over time. The results of this study have two implications for science educators. First, a teacher's pedagogical preparation and science background shape how they design classrooms as a place of science. Second, though each teacher enacted ambitious instruction, they used classrooms to promote different forms of science.