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Reflection #6
Understanding of Science Education Theory & Literature
"The participant has grown to have a stronger understanding of important education literature and theory." 

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Related Courses:
  • Education 536-The Teaching & Learning of Chemistry
  • Education 636-Advanced Topics in The Teaching & Learning of Chemistry
What: 
I have chosen to include two reflections on my ideas about school and classroom culture within science education.  The Baseline Evidence is the response to a UPenn STI application essay.  The essay answers the question,

"To what extent and in what ways does the culture of your school support or place constraints on your efforts to implement the ideas of teaching and learning described [above]?"

Building upon the knowledge gained (the use of research and cogenerative dialogues within my class) in the Education 536 class, the Later Evidence is part of a larger reflection from research completed in the Education 636 class.  In the fall of 2007, I was the cooperating teacher for a student teacher.  I examined how the culture of the class determined the extent of science education during her teaching.  The Later Evidence shows my reflection after completing the video analysis (with conversational analysis) of the class.

How:
Through the two education classes, I have grown in my understanding of important education literature and theories.  Reading literature from authors such as Sewell (1992) and Tobin (2006) have been influential in allowing me to view my classroom with a different lens.  Socio-cultural theory and the dialectical relationship between agency and structure have been a vital theoretical framework to help me understand the student/teacher relationships within my classroom.  Socio-cultural theory states that teachers are agents of change within a classroom and culture has value.  The theory also states that human development is a function of social interactions.  Culture is an important feature of the success of relationships between the teacher and the student.  I have learned the value of this theory and have applied it to my understanding of my classroom.

Before, I thought the culture of the school was the most important aspect to learning that occurs within a classroom (see Baseline Evidence).  However, after completing in-class research, I now realize that the culture within my classroom is just as important in the teaching and learning of science.  I have been able to make more effective decisions when I interact with my students based on this action research in my classroom.  The video analysis has enabled me to see how important student/teacher interactions are to the teaching and learning of science.  With the improved student/teacher relationships, students can perform better in an urban setting.  As a result, scientific ideas within my classroom are understood and pursued by the students.

Why:
I selected this evidence (my initial and current view on culture) to show that culture within a school not only occurs within a large scale but within the classroom.  In turn, the culture alignment established within the classroom allows for science education to be most productive.  The respect students have for authority in the video reflects positive student/teacher social interactions.  With increased cultural alignment and improved teacher relationships, students can perform well in urban educational settings.  According to Tobin (2006), teachers who learn how to interact successfully with students will be able to promote a positive culture (cultural alignment), which affords science education.  Through the UPenn Science Teacher Institute, I have learned that the teaching of science is much more than content knowledge or the particular presentation of material (whether driven by inquiry or lecture).  The teaching of science includes how students learn and what motivates them to learn.  Without positive social interactions with their teacher, certain students will reject any form of instruction.  Student/teacher relationships, as a result of cultural alignment, provide important pedagogical tools for the teacher.

Before Evidence 1:
From Application Essay #1, UPenn STI Application, 2005

"To what extent and in what ways does the culture of your school support or place constraints on your efforts to implement the ideas of teaching and learning described [above]?"

"Culture plays a crucial role in the success of a school due to its influence on a student’s desire for learning, attitude with academic work, and willingness to work hard for the greater goal of the school.  The culture of Mastery Charter High School, which is only 5 years old, is based on community and the mission statement: students attend Mastery “…to learn the academic and personal skills they need to succeed in higher education, compete in the global economy, and pursue their dreams.”  Without this focus, students would come to school without a purpose, a plan, or posture to live up to the stated mission.  Mastery’s structured, safe, and disciplined environment supports Darling-Hammond’s description of teaching and learning and my efforts as well.  Students engage the material through hands on activities, and parents actively participate through close teacher/parent interaction.  Teachers enjoy working in a positive, constructive culture that emphasizes, “Excellence, no excuses.”"

Later Evidence 1:
From Classroom Video Analysis, Edu 636, 2008

"During the beginning of the 2007 school year, I had the opportunity to mentor and lead a student teacher from Ursinus College.  For eight weeks, the usual planning, preparing, and designing effective instruction was more involved as I explained and described my own pedagogy.  I slowly released responsibility to the student teacher by increasing her teaching load from one to three classes.  I began to use video analysis to help provide a greater understanding of student/teacher interactions for my own practice. The following conversational analysis shows a mini-lab activity of an eleventh and twelfth grade chemistry class.  During this class period, twelve students practiced their observation skills.  The teacher is helping out a group of four students at the near table (see Figure 1).  Sara, a very outgoing and charismatic student calls out to the teacher in a seemingly rude way.  The teacher, Ms. Gaustead, responds"

"For this analysis, I have chosen to use the social-cultural theory framework.  This framework is based upon the premise that learning occurs through socialization.  Social interactions and they way relationships are handled play a key role in the learning of science.  For the students to be active members, engaging the material, there must be a sense of cultural alignment within the classroom. 

The teacher plays a vital role in this cultural alignment.  There is cultural and social capital at stake within the classroom.  Ms. Gaustead promoted this positive cultural and social capital when she engaged the students at the near table (Figure 1) and pursued the student who called out (Figure 3).  After the rude interruption (turn 01), the teacher's response, 'What's my name?' (turn 02) is the agency, or the ability to enact culture.  The other students in class waited to see how the teacher would respond.  Her response was firm and correcting, yet she was not easily offended.  By addressing the interruption, she shapes future interactions and establishes a structure for appropriate social behavior and an interest in science learning.  She emphasized the importance of authority and respect by addressing the correct pronunciation of her name.  Her method of handling the mispronunciation, built social capital in the classroom.  Sewell (1992) speaks about the dialectical relationship between agency and structure.  He notes, "Agency requires access to the resources of a field and the cultural capital needed to appropriate them."  The field of a mini-lab enabled the teacher to enact culture through a brief interaction with students.  After the correction of her name, the teacher positively pursues the students, 'Alright we're doing good' (turn 08).  The correction becomes an important structure to the development of mutual respect.  As a result of the capital established in the previous interaction, the student feels free to ask the question she originally intended, 'Do we want to fill this beaker?' (turn 09).  Now aware of the appropriate structure, students are able to act within the classroom culture, therefore, continuing their learning of science.  The learning of science for Ms. Gaustead becomes more important than being easily offended by the student who called out (turn 02)."

References:
Sewell, W.H.  American Journal of Sociology.  1992, 98, 1-29.

Tobin, K.  Cultural Studies of Science Education.  2006, 1, 219-252.
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