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Teaching primary science : emotions, identity and the use of practical activities

Cripps Clark, John and Groves, Susie 2012, Teaching primary science : emotions, identity and the use of practical activities, Australian educational researcher, vol. 39, no. 4, pp. 463-475, doi: 10.1007/s13384-012-0076-6.

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Title Teaching primary science : emotions, identity and the use of practical activities
Author(s) Cripps Clark, JohnORCID iD for Cripps Clark, John
Groves, Susie
Journal name Australian educational researcher
Volume number 39
Issue number 4
Start page 463
End page 475
Total pages 13
Publisher Springer
Place of publication Heidelberg , Germany
Publication date 2012-11
ISSN 0311-6999
Keyword(s) primary school science
teacher identity
practical activities
activity theory
elementary school
Summary This paper uses cultural historical activity theory to examine the interactions between the choices primary teachers make in the use of practical activities in their teaching of science and the purposes they attribute to these; their emotions, background and beliefs; and the construction of their identities as teachers of science. It draws on four case studies of science lessons taught over a term by four exemplary teachers of primary science. The data collected includes video recordings of science lessons, interviews with each teacher and some of their students, student work, teachers’ planning documents and observation notes. In this paper, we examine the reflexive relationship between emotion and identity, and the teachers’ objectives for their students’ learning; the purposes (scientific and social) the teachers attributed to practical activities; and the ways in which the teachers incorporated practical activities into their lessons. The findings suggest that it is not enough to address content knowledge, pedagogy and pedagogical content knowledge in teacher education, but that efforts also need to be made to influence prospective primary teachers’ identities as scientific thinkers and their emotional commitment to their students’ learning of science.
Language eng
DOI 10.1007/s13384-012-0076-6
Field of Research 130212 Science, Technology and Engineering Curriculum and Pedagogy
Socio Economic Objective 930202 Teacher and Instructor Development
HERDC Research category C1 Refereed article in a scholarly journal
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Document type: Journal Article
Collections: School of Education
Higher Education Research Group
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Created: Tue, 06 Nov 2012, 15:00:30 EST by John Cripps Clark

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