Abstract
The common sense aspects of traditional practices promise to be a conservative force with respect to the efforts of policymakers to improve the quality of science learning in schools. This study of the teaching of grade 11 chemistry indicates how an experienced teacher made sense of his teaching roles in terms of four cultural myths related to the transmission of knowledge, being efficient, maintaining the rigor of the curriculum, and preparing students to be successful on examinations. These cultural myths were supported in this study by the teacher and students and provided a strong rationale for maintaining the types of classroom practices that reformers are wanting to change. If teachers can be brought to a level of consciousness about myths such as these there is a chance that their viability can be addressed directly and alternative myths can be generated to propel reform in the direction advocated in the myriad reports that presently exhort changes in policy and classroom practice. © 1996 John Wiley & Sons, Inc.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
