Article2001

Case‐based pedagogy as a context for collaborative inquiry in the Philippines

Elvira L. Arellano · Tessie L. Barcenal · Purita P. Bilbao · Merilin A. Castellano · Sharon L. Nichols · Deborah J. Tippins

54 citations0/0 files storedJournal of Research in Science Teaching

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Science Education and Pedagogy Mathematics Education and Teaching Techniques Teacher Education and Leadership Studies

Abstract

Abstract The purpose of this study was to investigate the potential for using case‐based pedagogy as a context for collaborative inquiry into the teaching and learning of elementary science. The context for this study was the elementary science teacher preparation program at West Visayas State University on the the island of Panay in Iloilo City, the Philippines. In this context, triple linguistic conventions involving the interactions of the local Ilonggo dialect, the national language of Philipino (predominantly Tagalog) and English create unique challenges for science teachers. Participants in the study included six elementary student teachers, their respective critic teachers and a research team composed of four Filipino and two U.S. science teacher educators. Two teacher‐generated case narratives serve as the centerpiece for deliberation, around which we highlight key tensions that reflect both the struggles and positive aspects of teacher learning that took place. Theoretical perspectives drawn from assumptions underlying the use of case‐based pedagogy and scholarship surrounding the community metaphor as a referent for science education curriculum inquiry influenced our understanding of tensions at the intersection of re‐presentation of science, authority of knowledge, and professional practice, at the intersection of not shared language, explicit moral codes, and indigenization, and at the intersection of identity and dilemmas in science teaching. Implications of this study are discussed with respect to the building of science teacher learning communities in both local and global contexts of reform. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 502–528, 2001

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References

1986Those Who Understand: Knowledge Growth in Teaching 1999Narrative Inquiry: Experience and Story in Qualitative Research 2018Culture's Consequences 1992The Challenge to Care in Schools: An Alternative Approach to Education 2010Designing Professional Development for Teachers of Science and Mathematics 1996The Influence of Cultural Individualism-Collectivism, Self Construals, and Individual Values on Communication Styles Across Cultures 1996Science Education: Border Crossing into the Subculture of Science 2022Handbook of Research on Teacher Education

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