What does it mean to be an exemplary science teacher?
Article first published online: 18 AUG 2006
Copyright © 1990 Wiley Periodicals, Inc., A Wiley Company
Journal of Research in Science Teaching
Volume 27, Issue 1, pages 3–25, January 1990
How to Cite
Tobin, K. and Fraser, B. J. (1990), What does it mean to be an exemplary science teacher?. J. Res. Sci. Teach., 27: 3–25. doi: 10.1002/tea.3660270103
- Issue published online: 18 AUG 2006
- Article first published online: 18 AUG 2006
- Manuscript Accepted: 15 APR 1988
In order to provide a refreshing alternative to the majority of research reports, which malign science education and highlight its major problems and shortcomings, a series of case studies of exemplary practice was initiated to provide a focus on the successful and positive facets of schooling. The major data-collection approach was qualitative and involved 13 researchers in hundreds of hours of intensive classroom observation involving 20 exemplary teachers and a comparison group of nonexemplary teachers. A distinctive feature of the methodology was that the qualitative information was complemented by quantitative information obtained from the administration of questionnaires assessing student perceptions of classroom psychosocial environment. The major trends were that exemplary science teachers (1) used management strategies that facilitated sustained student engagement, (2) used strategies designed to increase student understanding of science, (3) utilized strategies that encouraged students to participate in learning activities, and (4) maintained a favorable classroom learning environment.