A study of teaching and learning processes in integrated science classrooms

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Abstract
Twelve biology graduates and 12 physics graduates were observed, each teaching three biology and three physics topics as part of a co‐ordinated, integrated science curriculum. For each teacher‐class and for each discipline taught, behavioural profiles were recorded and then classified according to a typology of approaches to science teaching. A contingency table analysis confirmed substantial changes in teaching and learning processes when the topics studied were outside the teacher's specialist discipline area. It was concluded, for the sample studied, that informational approaches were twice as likely to be encountered when the teacher was teaching outside his discipline area and that this increase was at the expense of more effective problem‐solving and inquiry approaches.

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