Abstract
The paper introduces a tool for analyzing the teaching venue (where and how the teaching happens) of science teachers, called Strands of Science Teaching (SST). Its construction was by analogy to the Strands of science Learning, a set of categories of analysis for the science teaching. Based on the concepts of Learning by Inquiry, the aspects of Nature of Science, and the teaching practice, the new set of categories were elaborated to analyze the teacher’s views on their teaching venue. They are (1) encouraging interest in science; (2) teaching science as a set of knowledge; (3) encouraging reflection on the nature of scientific knowledge and scientific learning; (4) engaging with the community; (5) and encouraging identification with the scientific enterprise. The SST were tested in interviews with two teachers of secondary education who teaches different science subjects, and the interviews indicated different priorities in light of the strands. It was possible to observe that for the discipline about science methods, both teachers prioritize strands 1 and 4 in their practices. On the other hand, for traditional science classes, one teacher prioritizes strand 1, and the other, strands 1 and 2. The different distributions between the Strands of Science Teaching point to different views of teaching science present in each subject. It is inferred from the analysis that the Strands of Science Teaching can be understood as an instrument for describing teaching venues, from which strands are prioritized by teachers.
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Data Availability
The complete transcription of the interviews (in Portuguese) can be found at Portugal (2018).
Code Availability
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Notes
Among the encountered FoS, we point out that “The production of scientific knowledge involves curiosity, creativity and imagination”; “Scientific knowledge is temporary and provisional”; “science does not answer all questions, for its methods are limited”; “Scientific knowledge is dependent on the historical, political, social and cultural context”; “science begins from observations and uses inferences, each with specific characteristics”; “science seeks data according to theories”; among others (Azevedo & Scarpa, 2017, pp. 595-597).
The descriptors of each strands were conceived a priori and constantly reviewed throughout the analysis presented in Section 4. Here, we present its final version, already revised in light of reflections from its application and discussions carried out throughout the development of the inquiry.
This subject was introduced in some Schools in Brazil so teachers could teach more about scientific inquiry and put students into scientific projects, eventually presenting this project in science fairs.
We will call "traditional disciplines" the disciplines of science, chemistry, biology, physics, or other mandatory subjects of the formal education curriculum in Brazil, as opposed to disciplines not belonging to the given curriculum, such as scientific initiation.
The complete interviews (in Portuguese), divided into units of analysis along with the coding and the reasons for every code, can be found at Portugal (2018).
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• Khalil Oliveira Portugal: conceptualization, methodology, investigation, writing—original draft, and visualization.
• Sergio de Mello Arruda: conceptualization, data curation, supervision, and project administration.
• Marinez Meneghello Passos: validation and writing—review and editing.
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Portugal, K.O., Arruda, S.d. & Passos, M.M. Strands of Science Teaching. Sci & Educ 31, 149–171 (2022). https://doi.org/10.1007/s11191-021-00213-2
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DOI: https://doi.org/10.1007/s11191-021-00213-2