Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3955
Title: Managing Ideological and Pedagogical Dilemmas: Improvising a Balance between Discovery and Transmission in 2 K-1 Science Classrooms
Authors: Jurow, A. Susan
Creighton, Laura
Issue Date: Jun-2004
Publisher: Lawrence Erlbaum Associates
Citation: Jurow, A. S. & Creighton, L. (2004). Managing Ideological and Pedagogical Dilemmas: Improvising a Balance between Discovery and Transmission in 2 K-1 Science Classrooms. In Kafai, Y. B., Sandoval, W. A., Enyedy, N., Nixon, A. S., & Herrera, F. (Eds.), International Conference of the Learning Sciences 2004: Embracing Diversity in the Learning Sciences (pp. 270-277). Santa Monica, CA: Lawrence Erlbaum Associates.
Abstract: At a time when inquiry is recommended as the best way to teach science, many researchers and practitioners describe science instruction using this term. As we discuss in this article, what is taking place in inquiry-based science classrooms may be more complicated than this category suggests. We propose a useful way of thinking about and describing science instruction is in terms of tensions between teaching as "transmission" and "discovery". The tension represents an ideological dilemma (Billig, Condor, Edwards, Gane, Middleton, & Radley, 1988) in education. In our focus on the dilemmatic nature of teaching and learning, this paper illustrates how teachers improvise a balance between organizing K-1 students' science learning through transmission and discovery through their use of discourse strategies and instructional approaches.
URI: https://doi.dx.org/10.22318/icls2004.270
https://repository.isls.org//handle/1/3955
Appears in Collections:ICLS 2004

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