Reflections on quality teaching in primary science classrooms in diverse cultural settings

Chittleborough, Gail, Ramseger, Jörg, Hsiung, Chao-Ti, Hubber, Peter and Tytler, Russell 2017, Reflections on quality teaching in primary science classrooms in diverse cultural settings. In Hackling, Mark W., Ramseger, Jörg and Hsiao-Lan, Sharon Chen (ed), Quality teaching in primary science education: cross-cultural perspectives, Springer International, Cham, Switzerland, pp.245-265, doi: 10.1007/978-3-319-44383-6_10.


Title Reflections on quality teaching in primary science classrooms in diverse cultural settings
Author(s) Chittleborough, GailORCID iD for Chittleborough, Gail orcid.org/0000-0002-0919-1582
Ramseger, Jörg
Hsiung, Chao-Ti
Hubber, PeterORCID iD for Hubber, Peter orcid.org/0000-0003-1780-9562
Tytler, RussellORCID iD for Tytler, Russell orcid.org/0000-0003-0161-7240
Title of book Quality teaching in primary science education: cross-cultural perspectives
Editor(s) Hackling, Mark W.
Ramseger, Jörg
Hsiao-Lan, Sharon Chen
Publication date 2017
Chapter number 10
Total chapters 13
Start page 245
End page 265
Total pages 21
Publisher Springer International
Place of Publication Cham, Switzerland
Keyword(s) primary science education
quality teaching
discourse
representation
reflection
Summary Quality teaching can appear in many different forms and is arguably framed differently within settings that have distinctive cultural values and expectations. In the selection and analysis of the data for elements of quality teaching, consideration was given to each researcher’s cultural background and educational knowledge and perception of what constitutes quality, in order to bring together multiple perspectives on quality. The appearance of quality teaching differed across the cases. However, there were common characteristics but they were expressed in different ways. The characteristics of quality teaching in the sampled case studies across the three countries include: teachers’ beliefs and engagement; teacher-student interactions that are used purposefully in shaping the construction of science knowledge; the attention to evidence and requests for students to justify interpretations; the use of hands-on activities to support meaning making; the use and quality of dialogue and questioning to direct student learning; and, the co-ordinated use of representations. Despite the globalisation of education, it is argued that there is no overarching descriptor for quality teaching that is universally applicable.
ISBN 9783319443812
Language eng
DOI 10.1007/978-3-319-44383-6_10
Field of Research 130212 Science, Technology and Engineering Curriculum and Pedagogy
Socio Economic Objective 930201 Pedagogy
HERDC Research category B1 Book chapter
ERA Research output type B Book chapter
Grant ID ARC DP110101500
Copyright notice ©2017, Springer International Publishing Switzerland
Persistent URL http://hdl.handle.net/10536/DRO/DU:30090346

Document type: Book Chapter
Collections: Faculty of Arts and Education
School of Education
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