Looking in a science classroom: Exploring possibilities of creative cultural divergence in science teaching and learning

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Worldwide proliferation of pedagogical innovations creates expanding potential in the field of science education. While some teachers effectively improve students' scientific learning, others struggle to achieve desirable student outcomes. This study explores a Taiwanese science teacher's ability to effectively enhance her students' science learning. The authors visited a Taipei city primary school class taught by an experienced science teacher during a 4-week unit on astronomy, with a total of eight, 90-minute periods. Research methods employed in this study included video capture of each class as well as reflective interviews with the instructor, eliciting the teacher's reflection upon both her pedagogical choices and the perceived results of these choices. We report that the teacher successfully teaches science by creatively diverging from culturally generated educational expectations. Although the pedagogical techniques and ideas enumerated in the study are relevant specifically to Taiwan, creative cultural divergence might be replicated to improve science teaching worldwide.

Original languageEnglish
Pages (from-to)93-101
Number of pages9
JournalCultural Studies of Science Education
Issue number1
Publication statusPublished - 2012 Mar 1



  • Constructivism
  • Creative cultural divergence
  • Cultural diversity
  • Science teaching
  • Teacher beliefs

ASJC Scopus subject areas

  • Cultural Studies

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