Russian/US comparison using the expert science teaching educational evaluation model (ESTEEM)

• Published in: International journal of science education Vol. 22; no. 4; pp. 419 - 433
• Main Authors: Burry-Stock, J. A, Dorogan, L, Varrella, G. F, Yager, R. E
• Format: Journal Article
• Language: English
• Published: London Taylor & Francis Group 01.04.2000; Taylor & Francis
• Subjects: Comparative Education; Constructivism (Learning); Conventional Instruction; Educational Change; Elementary Secondary Education; ESTEEM (Expert Science Teaching Educational Evaluation Model); Foreign Countries; Konstruktivistischer Ansatz; Kulturvergleich; Russia; Russland; Science Education; Tradition; Vereinigte Staaten; Russia
• ISSN: 0950-0693; 1464-5289
• DOI: 10.1080/095006900289822

A small group of Russian teachers who were interested in adopting aspects of the US science educational reform movement, participated in a constructivist science teaching project. Baseline data from translated classroom observations were scored using the science classroom observation rubric from the expert science teaching educational evaluation model (ESTEEM) and compared with a traditional (teacher centered) group of US science teachers and a group of US constructivist (student centered) science teachers. The purpose of the research is to investigate how Russian teachers who were beginning a US science education reform project compared with two US groups of science teachers, a traditional and a reform group. Analysis of variance was used to analyse the total rubric score and four categories for the Russian/traditional US and the Russian/constructivist US studies in order to examine closely the traditional and the constructivist teaching practises. In the first study US traditional teachers were statistically higher on 'facilitating the learning process' and 'context-specific pedagogy'. Russian teachers were higher on the 'content' category. In the second study the experienced constructivist US teachers were statistically higher on all four categories and the total rubric score. The educational culture of both countries is very traditional. However, the reform movement in science education has changed some US teachers, and is in the process of changing some Russian teachers. Both countries are working on the reform process. The results of this study provide baseline information on a small group of Russian teachers, who have chosen to be a part of the ideas contained in the US science education reform movement. The study also promotes the mutual understanding of both cultures among teachers, administrators, and researchers, which should ultimately form a bond for working together on common educational issues.