1. Learning to teach Secondary science: An Activity Theory analysis of issues concerning the use of constructivist approaches Tanvir Ahmed The Open University tanvir.ahmed@open.ac.uk Supervisors Dr. Steve Hutchinson Prof. Frank Banks Dr. Prithvi Shrestha Mrs. Kris Stutchbury (Former supervisor)

2. Background The transmission model of teaching is identified as one of the contributing factors for unsatisfactory return from secondary education in Bangladesh. In order to change the teaching approach, the Secondary Teacher Education (STE) curriculum was updated in 2007. The updated STE introduces constructivist approaches to learning and teaching. 2

3. Background (contd.) However, no significant change has been observed regarding teaching methods. Teachers are inclined to teach the way they were taught in schools (Tapan 2010, p.25) 1. The transmission approach to teaching is still being used to teach science. 1 TAPAN, M. S. M. (2010) Science Education in Bangladesh. IN LEE, Y.-J. (Ed.) World of Science Education: Science Education Research in Asia. Rotterdam, Sense Publishers. 3

4. Video-screenshot of a Teacher teaching “Solution” to Grade 7 students. Demonstration, lecture and selective questioning were the primary methods of teaching. 4

5. Research question What are the issues that challenge student-teachers who are encouraged to use constructivist teaching approaches? From a Cultural Historical Activity Theory perspective – What are the contradictions that emerge in secondary science teacher education regarding the use of constructivist teaching approaches? 5

6. Using CHAT to explore the problem CHAT looks at teacher education as a joint activity between Teachers’ Training College and Secondary Schools. Analyses learning as participation in practical activity Analyses the contradictions that emerge. CHAT has the potential to transform practice through expansive learning. 6

7. Methodology Research settings: Teachers’ Training College and Secondary School Research participants – Science-teacher - 5 Student-teacher - 5 Teacher-educator - 3 Selection method – Purposive and opportunistic 7

8. Data collection methods: Qualitative Video-observation of classroom practice Semi-structured interview Data analysis method: Thematic analysis -Thematic coding of data -Construction of themes in accordance with the CHAT analytical framework Methodology (contd.) 8

9. The joint activity system of Secondary Teacher Education Object 2 Tools: Short lectures, Science experiments, Group work, Question-answers, Educational Resources Rules: TTC guidance Community: Teacher- educators, Student- teachers Division of labour: roles of student-teachers and teacher-educators Object 1: Becoming teacher Tools: Lecture, Demonstration, Question-answer, Group work, Educational resources Rules: School rules expectations, classroom rule Community: School, TTC, government agencies Division of labour: roles of student- teachers and students Object 1: School- students’ result Object 3 Teachers’ Training College Secondary school Engeström, Y. (2001) Expansive Learning at Work: toward an activity theoretical reconceptualization. Journal of Education and Work, 14, 133-154 Representation of Teacher Education activity based in Engeström’s (2001, p.136) model of interacting activity systems 9

10. Activity system of school science teaching Subjects’ position on learning Science teachers think students’ learning is about – Understanding lesson Applying learning in real life According to science-teachers the object of science teaching activity is about – Developing students scientific skills and attitudes Developing students’ interest in science Preparing them for practical life Preparing students for higher education and jobs Helping students to study other subjects 10

11. Activity system of school science teaching (contd.) Tools used in the activity – Lecture Demonstration Question-answer (mostly close-ended and recall type) Students’ group work Division of labour – Teacher-led classroom Students’ actions limited to responding to questions and group work and listening lectures 11

12. Activity system of school science teaching (contd.) Rules of activity – Curriculum guidance Expectation from community Government regulation: prospect of loosing subsidies due to poor result 12

13. Outcome – Teaching approaches that are either traditional or contain forms of constructivism without the substance Challenging issue – Difference between science-teachers’ perceived purpose of teaching and school expectations. Activity system of school science teaching (contd.) 13

14. Activity system of Teachers’ Training College According to student-teachers (ST) and teacher-educators the object of being teacher is about – Developing good pedagogical knowledge – Conducting science experiments Using hands-on tasks for students Developing learning materials Explaining science concepts Developing good content knowledge Developing classroom management skills 14

15. Activity system of Teachers’ Training College (Contd.) Student-teachers think school students’ learning is about – Understanding the content Memorizing content Applying learning in real life Teacher-educators think school students’ learning is about – Applying learning in real life Exam performance Learning by doing 15

16. Activity system of Teachers’ Training College (Contd.) Rules of activity – Curriculum guidance Grading requirements for coursework and practice-teaching Tools of activity – Short lectures Question-answer Science-experiments Student-teachers’ group work 16

17. Activity system of Teachers’ Training College (Contd.) Outcome of activity – Student-teachers with little to no understanding of constructivism. Teaching methods that have forms of constructivism with some substance. Challenging issue – Tension between student-teachers’ perception about learning and the notion of learning in constructivism 17

18. Activity system of student-teaching in school Object of activity – Achieving required grades from teaching practice Developing students scientific skills and attitude Preparing students to apply learning in practical life Developing students’ logical thinking 18

19. Activity system of student-teaching in school (contd.) Rules of activity – TTC grading regulations School expectations regarding completing the syllabus School’s advise to use their teaching methods and only use TTC methods when they are being visited. 19

20. Activity system of student-teaching in school (contd.) Tools used in the activity – Short lectures Demonstrations of science experiments Question-answer (mixture of recall and understanding type, mostly thrown to whole class). Students’ group work Division of labour – More active students but the actions are limited to responding to questions, listening, observing and group work. 20

21. Activity system of student-teaching in school (contd.) Outcome – Student-teachers’ approach to teaching has some forms of constructivism but lacks the substance. TTC promoted teaching approaches are used when STs are being visited. Challenging issue – Tension between student-teachers’ teaching approach and the dominant form of teaching and expectations in schools. 21

22. The contradictions Student-teachers’ conflicting understanding of learning and constructivism Contradiction between science-teachers’ perceived object of activity and the rules Contradiction between student-teachers’ tools, and the object and rules dominant in secondary school. 22

23. Possible ways to resolve the contradictions Acknowledging that contradictions exist across the joint activity system of teacher education. Developing shared meaning of learning based on the ideas of constructivism. Developing teaching approaches that address the ‘shared meaning of learning’ as well as the concern regarding exam preparedness. Jointly analysing how the new teaching approaches differ from traditional approaches in order to address potential problems with implementation. 23

24. Thanks 24