| Abstract: | One teacher's struggle to develop and implement a curriculum focused on student understanding of chemistry is explored in this case study of a high school chemistry teacher. Conflicting beliefs about her roles as a teacher in the classroom and her professional responsibilities are addressed. Three primary conflicts that emerged from data collected over a two year period include, (a) conflicts between state curriculum mandates and individual student understanding; (b) conflicts between theoretical and applicable chemistry content knowledge, and (c) conflicts between the students' goals and the teachers' goals for the course. The impact of the research process on the teacher's change process included reconceptualization of constraints and development of confidence in her professional judgment. The case study provides insights into contextual problems teachers face as they attempt to change practices. |
