Ideology and science teaching: Teachers' discourse

The research described in this paper reveals a surprising degree of uniformity in science teachers' conception of what constitutes the schooling of science. I argue that this common ideology can be explained by considering two important socialising factors. Firstly, the induction of teachers into the ideology of 'science'. Their scientific education ensures that teachers become 'suitably' socialised promoters of the values of the scientific community, particularly of its elites. Secondly, the educational experiences of science teachers as learners, then as student teachers, and finally as professionals are a powerful force for conformity. These twin socialising features, both inform and construct science teachers' ideology. The acceptance of the curriculum and its delivery occurs within a framework created by these influences, and as a result an outmoded image of science in science leaching is widespread, despite the vast literature and evidence to the contrary. It is this ideology that is the barrier to reform.