Science Teaching Orientations: A Substantive-Level Theory Of Highly-Regarded Biology Teachers' Teaching Orientations. Este artículo no está disponible.Science Teaching Orientations: A Substantive-Level Theory Of Highly-Regarded Biology Teachers' Teaching Orientations

Science teaching orientation, defined as a teacher¿s knowledge and beliefs about the purposes and goals for teaching science, is an overarching component within the Pedagogical Content Knowledge Model for science teaching. Due to the scarcity of empirical studies in this area, this qualitative case study examined the nature and sources of science teaching orientations held by four highly regarded secondary biology teachers. Ground theory methodology was used to inductively analyze the interview data. The findings of this study indicate that science teaching orientations are more complex than initially described in the literature. The participants¿ science teaching orientations consisted of central and peripheral goals related to general schooling, the affective domain, and subject matter. In regard to the sources of science teaching orientations, participants were strongly influenced by the classroom context and their beliefs about their students; additional influences included prior work experiences, professional development, and time constraints.

Science teaching orientation, defined as a teacher¿s knowledge and beliefs about the purposes and goals for teaching science, is an overarching component within the Pedagogical Content Knowledge Model for science teaching. Due to the scarcity of empirical studies in this area, this qualitative case study examined the nature and sources of science teaching orientations held by four highly regarded secondary biology teachers. Ground theory methodology was used to inductively analyze the interview data. The findings of this study indicate that science teaching orientations are more complex than initially described in the literature. The participants¿ science teaching orientations consisted of central and peripheral goals related to general schooling, the affective domain, and subject matter. In regard to the sources of science teaching orientations, participants were strongly influenced by the classroom context and their beliefs about their students; additional influences included prior work experiences, professional development, and time constraints.