Three Earth Science Teachers' Perceptions of an Integrated Curriculum: A Case Study Author: Li-Chin Lai(Taipei Municipal Ta Tung Senior High School, Taipei, Taiwan), Chun-Yen Chang(Department of Earth Sciences, National Taiwan Normal University, Taipei, Taiwan)

Vol.&No.：Vol. 48, No.1
Date：April 2003
Pages：1-22
DOI：10.6300/JNTNU.2003.48(1).01

Abstract：

The issues regarding design and implementation of the integrated science curricula have been much discussed and debated during the past few years in Taiwan. Many research studies have pointed out that the successful implementation of an innovative curriculum or instructional method mostly depends upon the positive attitude of the classroom teacher. (Dori and Barnea, 1997; Hamilton and Gingiss, 1993; Kulinna and Silverman, 2000; Probart et al., 1997). In order to inform researchers on the issues of design, development, implementation, and practicability of the future integrated science curricula, it is critically important to gain a deeper understanding of attitudes and concerns that teachers bring to the classroom. The purpose of this study was to conduct in-depth semi-structural interviews with three earth science teachers after they had implemented an Earth-System Integrated- Theme Instructional Module (ESITIM) in their classrooms, with the aim of exploring their perceptions of the ESITIM. The case study involved three earth science teachers from three public senior high schools located in the northern, central, and eastern regions of Taiwan. These teachers had at least six years of experience teaching earth science and were familiar with a variety of teaching methods. Depth interviews were conducted after the 8-week implementation of the ESITIM. The analyzed data indicated positive and supportive attitudes toward the ESITIM on the teachers' part and optimistic opinions about the viability of implementing an integrated science curriculum in senior high schools. Besides, teachers expressed the advantages of the ESITIM in terms of encouraging students to respect and value others' ideas, looking at problems from different perspectives, working together with their peers to solve problems, and changing their ways of and attitudes toward pursuing knowledge. Past research by and large had focused on theorizing, defining or elaborating the integrated curriculum with the population of elementary students. The results of the current case study can therefore fill the void by providing insight into the instructional and implementational aspects of an integrated science curriculum in the senior high schools.

Keywords：Earth System Education, Instructional Method, Integrated Curriculum, Secondary Education, Teacher Attitudes

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