Science teaching methods and strategies of exemplary fifth grade teachers : a comparison between science as preferred and non-preferred subject

Six exemplary fifth grade teachers who were selected by two independent sources in a double blind nomination procedure were unobtrusively observed in their classrooms and interviewed by direct questioning. During the research process each teacher was observed three times in both a preferred and non-preferred subject with science designated as one of the subjects. During the observations, participants conducted their classes as they normally taught. Field notes and tape recordings were made of the classes for later analysis. An analysis of the teachers' methods and strategies found that in the preferred subject of instruction exemplary teachers taught: (a) student centered lessons, (b) which make connections with the student's real lives, (c) used little paper, and (d) did not utilize the textbook. Additionally, during science instruction the science preferred teachers use more manipulatives, had a noisier class, and used more unique literal and constructive language than did science non-preferred teachers. During a post-observation interview,exemplary teachers gave candid impressions of their own teaching, and advice for other teachers and education in general. The science preferred teachers indicated (a) having positive experiences with science as a child, (b) not enjoying science teaching at the beginning of their careers; (c) wanting to know the why; and (d) feeling confident of their ability to teach science at the time of the interview. Each of the science preferred teachers related the positive effects that workshops or graduate courses in science education had on their instructional abilities. The science non-preferred teachers (a) did not relate either positive or negative feelings toward science as a child and (b) expressed feelings of inadequacy when teaching science. Based on the data collected from the observations and interviews with the exemplary teachers (a) a list of strategies for better science teaching was compiled; (b) an explanation for differences in the language used in science preferred and science non-preferred instruction was framed; and (c) proposals for systemic changes in curriculum, teacher recognition, and teacher certification were offered.