Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.793294
Title: Developing an ecological approach to science teacher education
Author: Sinclair, Alexander
ISNI:       0000 0004 8502 2187
Awarding Body: York St John University
Current Institution: York St John University
Date of Award: 2018
Availability of Full Text:
Access from EThOS:
Access from Institution:
Abstract:
This thesis documents the research I have undertaken as a science specialist in a teacher training institution in higher education. It details the epistemological transformation I have undergone in coming to claim that I have developed an ecological approach to science teacher education. The thesis contends that the improvement of planetary well-being needs to be premised upon developing a way of thinking which is antithetical to the dominant technical rational form of logic and epistemology adopted by much of the western world. I propose that a particular perception of science, and the forms of knowledge it can generate, has played a role in promoting these epistemologies. The thesis suggests an approach to science teacher education which demonstrates that science is an ecological act is necessary; one which can highlight the importance of understanding the relational, dynamic and provisional nature of knowledge. I also recognise that the manner in which education is undertaken is as important as what is taught and suggest that the development of mutually respectful educational relationships are necessary for developing ecological epistemologies. The action research methodology adopted for the study reflects the transformational nature of knowledge generation by charting the two action-reflection cycles undertaken throughout the research process. Through this research, and consequently by defining an ecological approach to science teacher education, I have been able to articulate and theorise the manner in which I live out my practice. In doing so I suggest that I have provided an explanation of my pedagogy which demonstrates the interrelated nature of values, curriculum, and the way in which I taught. The thesis provides suggestions for science teacher educators and science teachers that may help in reconceptualising science which may contribute to developing a way of thinking and working that is necessary for improving planetary well-being.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.793294  DOI: Not available
Keywords: L Education (General)
Share: