Learning to communicate: perspective transformations of a developing science teacher

Master of EducationThis thesis describes one teacher's growth and development from his third to fourth year as a science teacher, and the emergent understandings which contributed to that growth. The study was designed as an action research project, using interpretive methodologies - its intention was to both examine and change my personal theories and classroom practice. A variety of elements were used in the attempt.to improve the quality of communication within my science classroom. The research occurred in two phases: the first in a research and development mode and the second a more explicit professional development study. Initially I sought to develop a technique or strategy which would help me to clearly communicate not only the "facts" of science, but the structure of the discipline and the sense-making power of scientific thinking. It became clear, however, that the ways I used the techniques in different contexts - my practical knowledge and understanding - were likely to be more decisive than the technique alone in improving the quality of science teaching. For the technical/transmissive 1991 phase of the research the technique of Structural Communication suggested a means of creating and directing classroom discussion toward a high level of student synthesis, and of making the structure of science explicit for students. Kieran Egan contributed a general theory of educational development in terms of the interaction of the learner and the world. For the 1992 professional development phase the constructivist model of science teaching and learning contributed an emphasis on the existing scientific knowledge of the learner and its interaction with the formal scheme of the teacher, and led away from a transmissive epistemology. Annemarie Palincsar's investigation of the role of dialogue in scaffolding instruction suggested powerful ways of conducting and analysing classroom discussion. Beyond this psychological analysis of discussion the study has led to a heightened awareness of the influence of culture and context on cognition