Problems in the descriptive observation of concept teaching in science classrooms

A revised model for the observation of science teaching is described. This model is explicitly based on current theories of concept learning. To test the model, the lessons of 17 experienced chemistry teachers were audio‐recorded as they taught the topic of heat of neutralization. Their lessons were then analysed using the revised model. The sequence of educational acts employed by the teachers was mapped and summarized.

The results indicate that few of the teachers followed the theoretical sequence suggested in the model over their complete lessons. However, the teachers moved through short, repeated cycles that did relate well to the nature of the concepts being taught. The new observation instrument produced a clearer picture of the events of concept teaching than previous instruments. It is suggested that classroom observation schedules based on models of concept‐learning are an improvement on the existing schedules. It is further suggested that the traditional concept‐teaching models, which stress examples and definitions as the primary teaching events, do not easily apply to the situation for teaching abstract science concepts.