1098-2736/asset/olbannerleft.jpg?v=1&s=2693ae4b4a7f0fba478ed5b44473ab6a3e39f95c)
1098-2736/asset/olbannerright.jpg?v=1&s=896a2ba4ee94f7c40454fa06142e5c25371439c0)
Contributed Article
Curriculum materials, teaching, and potential outcomes for students: A qualitative analysis
Article first published online: 18 AUG 2006
DOI: 10.1002/tea.3660190807
Copyright © 1982 Wiley Periodicals, Inc., A Wiley Company
1098-2736/asset/cover.gif?v=1&s=fcb0bc6d9abff1a407c9828e2623a8ca38e12186 "Journal of Research in Science Teaching")
Additional Information
How to Cite
Kilbourn, B. (1982), Curriculum materials, teaching, and potential outcomes for students: A qualitative analysis. J. Res. Sci. Teach., 19: 675–688. doi: 10.1002/tea.3660190807
Publication History
- Issue published online: 18 AUG 2006
- Article first published online: 18 AUG 2006
- Manuscript Accepted: 21 APR 1982
- Abstract
- References
- Cited By
Abstract
This is a qualitative analysis of a teaching episode in biology and shows the interplay between substantive content issues and pedagogical issues relating to the teacher's intentions, performance, and potential outcomes for students. The concept “epistemological flatness” is developed as a way of characterizing salient aspects of the curriculum materials and teaching, as revealed in the analysis. The conclusion of the article reflects on the function of the qualitative analysis itself.