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, Gail orcid.org/0000-0002-0919-1582 Ramseger, Jörg Hsiung, Chao-Ti Hubber, Peter orcid.org/0000-0003-1780-9562 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 Related Links Link Description   Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Thu, 29 Dec 2016, 23:44:43 EST Fri, 30 Dec 2016, 04:00:09 EST Fri, 13 Jan 2017, 07:33:54 EST Fri, 10 Feb 2017, 05:04:25 EST Sat, 11 Feb 2017, 01:30:09 EST Mon, 13 Feb 2017, 14:05:50 EST Mon, 13 Feb 2017, 14:10:45 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 1 times in Scopus Search Google Scholar Access Statistics: 463 Abstract Views  -  Detailed Statistics Created: Thu, 29 Dec 2016, 23:44:43 EST

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