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Direct linkRoth, Wolff-Michael; Tobin, Kenneth – Cultural Studies of Science Education, 2010
This ethnographic study of teaching and learning in urban high school science classes investigates the ways in which teachers and students talk, gesture, and use space and time in interaction rituals. In situations where teachers coteach as a means of learning to teach in inner-city schools, successful teacher-teacher collaborations are…
Descriptors: Intercultural Communication, Conflict, Ethnography, Conflict Resolution
Peer reviewedTobin, Kenneth; And Others – Research in Science Education, 1995
Presents the case study of a university-level instructor teaching a course in physical science to prospective elementary and early childhood teachers. Concludes that the beliefs of the instructor constrained the enacted curriculum to an extent that gaps between the needs of students and the enacted curriculum were wider at the end of the course.…
Descriptors: Case Studies, Educational Objectives, Educational Strategies, Elementary School Teachers
Peer reviewedTobin, Kenneth; LaMaster, Sarah Ulerick – Journal of Research in Science Teaching, 1995
Conducted an interpretive investigation of a first-time science teacher that focused on an examination of beliefs and metaphors associated with the teacher's roles as manager, assessor of student learning, and facilitator of learning. Outlines the development of metaphors that guided the teacher in reconceptualizing her role as a science teacher…
Descriptors: Beliefs, Classroom Techniques, Educational Change, Educational Environment
Peer reviewedTobin, Kenneth; McRobbie, Campbell J. – Science and Education, 1997
Describes the teaching and learning of chemistry in an Australian high school as it relates to the beliefs about the nature of science of a teacher and a class with the curriculum actually enacted. Although the teacher and students tended to view science as an evolving and changing discipline, the actual enacted curriculum was approached as a…
Descriptors: Chemistry, Foreign Countries, Science Curriculum, Science Instruction
Peer reviewedLucas, A. M.; Tobin, Kenneth – Science Education, 1987
Discusses the development of a student's ability to control experiments as an important aim of modern science curriculum materials. Argues that most curriculum developers offer only a simplistic method of controlling variables. Suggests ways to enhance the development of variable control within the framework of student experiments. (TW)
Descriptors: Curriculum Development, Deduction, Elementary School Science, Elementary Secondary Education
Peer reviewedTobin, Kenneth; And Others – Journal of Science Teacher Education, 1991
Describes the development and modification of a teacher education program based on a constructivist epistemology. Among the conclusions are that systemic change is a slow process. If reforms are to be permanent, it is necessary to change the referents of the culture and empower teachers to take personal actions to overcome perceived constraints.…
Descriptors: Constructivism (Learning), Educational Change, Educational Research, Elementary Education
