| Summary |
The purpose of this study is to come to a better understanding of the issues and events taking place within a lower-track science classroom. The study focuses on interactions between teacher and students, teacher/student belief systems, typical lower-track science experience, cultural aspects, and effects of tracking. These categories emerge and evolve throughout the study. The classroom used for the study was a lower-track Earth Science class, taught by a twenty-year veteran teacher. The data collection methods included participant observation, student/teacher interviews, and focus group sessions. Data were transcribed from audiotapes for analysis. A group of seven students were selected to participate in the individual interviews and focus group sessions. These methods served to inform the researcher about key issues occurring in a rural lower-track science class. Findings indicate a discrepancy between what teachers and students believe they "need" from an Earth Science class. However, belief systems are only one aspect of the complex issues that interact in the lower-track classroom. Issues of cultural and social membership play enormous roles on the actions and choices of students enrolled in the lower-track classrooms. These actions can include resistance to the official school ethos, lack of achievement, alienation and other responses that associate students with a marginalized sub-culture within the school. It is important to note that the intention of the researcher is not to victim blame the participants within the study. Students and teacher both enter the classroom with certain agendas and each are players in deciding what takes place during instruction. Implications for educators include the importance of understanding issues pertaining to sub-cultural identity, alienation, and resistance which students bring with them when they enter the classroom. Only in this light can educators understand the profound impact that tracking decisions have on the lives of students. |
