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“I Didn’t Know How That Could Come to This Curriculum”: Teacher’s Growth Through the Development of Materials About Nature of Science

Gandolfi, H; (2020) “I Didn’t Know How That Could Come to This Curriculum”: Teacher’s Growth Through the Development of Materials About Nature of Science. Journal of Science Teacher Education , 31 (6) pp. 610-630. 10.1080/1046560X.2020.1730049. Green open access

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Abstract

This article arises from a teaching experience at a state secondary school in London/UK that aimed at promoting a more culturally diverse teaching about Nature of Science (NOS) grounded on Global History of Science. Ideas from this field were employed to design four different teaching and learning plans (TLPs) that linked NOS and content from the National Curriculum for Science in England through historical narratives. The elaboration of these TLPs was carried out as a collaborative experience between the researcher and a participant science teacher throughout one school year, following design principles to inform different cycles of development, teaching—at one classroom (26 students aged 12–13)—and reflection about these materials. Using a qualitative approach to data generation (interviews and observational field-notes) and analysis, the main aim of this article is to explore how this researcher–teacher partnership has affected the participant teacher’s professional, personal, and social growth. Findings from this teacher’s engagement with the development, enactment, and reflection about these innovative teaching resources will be presented to illustrate how this type of experience can influence, for instance, teachers’ professional development, perceived self-efficacy around NOS teaching and ownership of novel teaching ideas.

Type: Article
Title: “I Didn’t Know How That Could Come to This Curriculum”: Teacher’s Growth Through the Development of Materials About Nature of Science
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/1046560X.2020.1730049
Publisher version: http://dx.doi.org/10.1080/1046560X.2020.1730049
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Teacher growth, researcher-teacher partnerships, material development, nature of science, science education
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Directorate
URI: https://discovery.ucl.ac.uk/id/eprint/10092949
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